p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 4, No. 10 October 2023 http://jist.publikasiindonesia.id/

Doi: 10.59141/jist.v4i10.759 1821

PLANNING AND DESIGNING SCHOOLS WITH DISABILITIES

BASIC EDUCATION WITH BEHAVIORAL ARCHITECTURE APPROACH IN

SURABAYA

Supriyadi

Universitas Widya Kartika Surabaya, Indonesia

Email: [email protected]

*Correspondence

INFO ARTIKEL

ABSTRACT

Keywords: schools with

disabilities; elementary

education; architecture;

behavior; jointly.

Disabled schools are an opportunity for educational services that must

be optimally emphasized and highlighted for children with disabilities,

have significant implications for special/special education, and joint

education centers or joint learning must have programs and systems,

namely inclusive education, responsibility/accountability and learning

accessibility, positive behavior and collaboration. Students with

disabilities still do not understand and can get an education, because

there are still many obstacles or obstacles related to physical human

activity. With problem-solving methods as well as developing the ability

to analyze and read symptoms critically every movement that can occur

around. Behavior in children with special needs varies depending on the

needs required, in a building and especially in architectural spaces can

be realized by architectural elements. Designed based on the need for

function and to accommodate children with disabilities to get early/basic

education with future interests to be able to care for themselves. The role

and guidance of parents is also expected to be a major consideration and

an important factor. So, it is hoped that the Planning and Design of

Schools with Disabilities in Basic Education with the Behavioral

Architecture Approach in Surabaya will become one of the reference

considerations in designing schools with disabilities in basic education.

Introduction

Disability schools are opportunities in educational services that must be emphasized

and highlighted optimally for children with disabilities, with a tendency that significantly

has implications for special/extraordinary education, and the current focus is on

centralizing education together or learning together as well as groups must have programs

and systems namely inclusive education, responsibility/accountability and learning

accessibility, with support for positive behavior and collaboration. Regardless of the form

of education/training services and wherever they are located they are provided to children

with disabilities. The government should offer and provide various alternative education

services as an option (Rahardja, Aini, & Zuliana, 2016) (Bauman & Murray, 2014).

Disability (children have limited abilities) as has been shown in Law of the

Republic of Indonesia Number 8 of 2016 article 10 concerning the Right to Education

that every child who has a disability or disability has the right to receive quality and

quality education and have equal education opportunities (Husna, Yunus, & Gunawan,

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2019). Education is a way to develop in the formation of a person's ability to use their

rational mind to answer in the face of various issues or problems that will arise in the

future (Mulyasa, 2022). One of the objectives of education is to improve the quality of

human resources that are adapted to the development of situations and living conditions

to convey or bring mental attitudes of the behavior of students/students and students

(Darman, 2020). In the process of changing the attitudes and behavior/behavior of a

person or group of people to improve and efforts to mature humans through teaching and

training efforts (ALAM, 2022).

In today's world education is often used as a reference or benchmark for someone

in their social environment, someone is often underestimated because they have to choose

an uncommon educational method or approach. Meanwhile, the choice of type or

approach to education should always be adjusted to the conditions of students and

students, for example for children with disabilities in the era who should be able to enjoy

proper education for everyone and society, are still underestimated if they have to choose

education at Special Schools (SLB) or there are still many who receive or get different

treatment when they have to gather with non-disabled students at school inclusive which

indicates that normal students only accept physical disabilities (Arsanti, 2016) (Harahap

& Lelo, 2020).

In reality, students with disabilities still do not understand and can get an education

by what should be received or obtained evenly and fairly or reasonably, because there are

still many obstacles or obstacles both internally and externally in their environment

(Miftakhuddin, 2018). The implementation of inclusive education is the right step to

provide maximum service to children with disabilities. Presenting the principle of

education of children's disabilities is the principle of affection, the principle of individual

service, the principle of readiness, the principle of demonstration, the principle of

motivation, the principle of skills, and the principle of instilling and perfecting attitudes

(Nadhirah, 2021).

Thus, the importance of basic education schools must be an important and adequate

part, especially about accessibility and social aspects, comfort and appearance of

architectural aspects are needed considering the presence of children with disabilities who

drop out of primary education. Therefore, by considering the needs and desires for basic

education disabled schools whose quality is ideal in terms of architecture with an

architectural approach that pays attention to behavior as a physical and social aspect.

Children with disabilities also hope that Surabaya Mayor Eri Cahyadi can implement and

realize inclusive education, where children with disabilities can receive education in the

same school as other students without discrimination. Until now, the Surabaya City

Government continues to expand or add facilities for children with disabilities but not

evenly distributed by the realization of better fulfillment of the rights of people with

disabilities in enjoying urban development, both in terms of facilities in public spaces and

quality early/basic education and many schools that cannot be said to be good in comfort

and get accommodation to receive education for children with disabilities (Soedarto &

Ainiyah, 2022) (Chiambretto, 2016).

Planning And Designing Schools With Disabilities Basic Education With Behavioral

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The purpose of this approach refers to being able to overcome problems involving

human-environment interaction in making, and processing, maintaining. As well as

improving the environment to be able to create the desired behavior (Justice, 2021).

Research Methods

The design method is the theoretical foundation of the design steps needed and how

the design process guides and facilitates achieving these goals methodologically.

Introduction to the way or sequence of design in designing and building ideas and ideas

of thinking patterns that are by the process of design problems, namely by problem-

solving methods and on the development of the ability to critically analyze and read

symptoms of every movement of activities that can occur around the environment. In

carrying out the process of designing or designing several stages of design need to be

done (Tahir et al., 2023).

Preparatory Stage

It is a preparatory stage there are various pre-planning and design activities. At this

stage arrange the important things in the design needed before starting the design stage to

identify the time and activities to be carried out.

Identify the Problem

It is a stage of identifying problems based on the reality that exists in the city of

Surabaya about Basic Education Disability Schools with a Behavioral Architecture

Approach in Surabaya.

Data Collection

Is a stage of data collected for the main target as a source of information and can

make references based on applicable government standards and regulations. Divided into

two kinds of data results, which are as follows:

Primary Data

Is data obtained from the direct field, both quantitative data and qualitative data,

with this it is expected that the data that has been obtained are the main data needed in

design, including:

1. Quantitative Data

That is data that can be physically known in size or amount, such as space

dimensions, number of users, and so on.

2. Qualitative Data

Namely, data that cannot be measured in size and amount physically and definitely,

including user character, space programs and space needs, site conditions, and social

culture and the surrounding environment.

3. Secondary Data

Are supporting data to be able to support primary data in planning and designing

objects in the design? Secondary data is data obtained from literature studies by

comparing similar objects as a reference for standardization by applicable laws and

regulations. In the form of literature regarding the requirements for buildings such as

disabled schools supporting data is needed in the next stages of analysis.

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Analyzes

Is a stage of analysis/analysis carried out on several data based on facts and needs

needed or taken from the problems behind the emergence of ideas at the beginning. In

this case, it is done to later find solutions or solutions that are effective. With that data

analysis can be done, in the form of:

1. Site analysis

2. Function analysis

3. Activity or behavior analysis

4. User analytics

5. Space analysis

6. Shape study analysis

7. Analysis of building structure systems

8. Analysis of utilities and building systems

Design Concept

It is the main concept stage of this design is the "Behavioral Architecture

Approach". This concept is taken from several user needs for schools with disabilities,

especially at the basic education level for teaching and learning activities and getting the

same learning. The Behavioral / Psychological Architecture Approach will also be

applied to be able to accommodate user behavior to the activity needs of each room by

considering elements, such as shape, scale, color, material, and user characteristics.

Architectural Design

It is a design stage with the process of entering the development stage and the

maturation stage of the overall design concept in harmonizing all various aspects, and can

also produce architectural drawings, such as floor plans, looks, cuts, layout plans, site

plans, and perspectives that can be used to explain fully and in detail about the overall

design design.

Results and Discussion

In this chapter, we will discuss the planning and design program of the Basic

Education Disability School building. Includes analysis of space users and managers,

space programs, space relations, space organization, site selection, space circulation and

site analysis, and study of forms and systems in buildings. By limiting or only focusing

on accommodating 4 children with disabilities including, Disabled, Blind, Deaf, and

Speech Impaired with different behaviors.

Space Program

Space is very important to support an activity, there also needs to be a basic

reference in designing and determining rooms in a building or building of Basic Education

Disability Schools, especially for children with physical and mental disorders.

(Government Regulation Number 13 of 2020). The following are the requirements for

managing space for the Basic Education Disability School building, namely:

1. Has a room that can be used to carry out children's activities consisting of an indoor

learning room and an outdoor room with a maximum of 5 students in the classroom.

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2. Have a bathroom and toilet / WC that can be used for personal hygiene purposes and

defecate with clean water.

3. Meet the important requirements of accessibility, of course, for children with special

needs.

4. Has an attractive design in learning activities and can support learning media.

5. Have and fulfill room furniture that can be used by children with special needs.

(Government Regulation Number 13 of 2020 Article 4 paragraph (1) letter D).

Site Selection

For site selection in supporting a learning and teaching activity to children with

disabilities or children with disabilities is very important, to optimize and adjust basic

needs for selection considerations by regulations or basic laws set by the government.

Here are some land requirements that need to be considered, namely:

1. Know the existence or position of land.

2. Land by the designation of the location and according to local regulations.

3. The land area is sufficient to accommodate various activities in it.

4. The condition of the soil must be in a stable state and have a good carrying capacity.

5. Strategic site location.

6. The location of the site has a fairly good view.

7. Ease of reaching the site location.

8. several infrastructures can support this.

Site Analyzes

The location of the site is on Jl. Raya Gebang Pratama, Gebang Putih Village,

Sukolilo District, Surabaya City, East Java Province 60117, Indonesia.

a. Description of Alternative Site

Site Function: Primary Education Difable School

Street Name: Jl. Raya Gebang Pratama

Site Area: 6,003.8 m² or 0.600 hectares

KDB: 50%

KLB: 1-2 floors

Land Allocation: Education (SPU-1)

Tread Condition: Non-contoured

Boundary; In the North: Parks & Vacant lots

In the West: Settlements

In the South: Jl. Gang Puskesmas

In the East: Jl. Raya Gubeng Pratama

b. Site Shapes and Dimensions

Square site

The site is oriented towards the East because the main circulation is on the East side.

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Figure 1. Site existing data

a. Natural Factor Analysis of Soil Classification

Figure 2. Sun site conditions

Figure 3. Rain sun analysis

Gambar 4. Analisa hujan

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b. Analysis of Land Use Culture Factors

Figure 5.

Land Use Analysis Relationship and Circulation

Figure 6. Relationship and circulation analysis

c. Analysis of Aesthetic Factors of Natural Forms (Potentials and Obstacles)

Figure 7.

Analysis of natural forms (potentials and obstacles)

Space Pattern:

View to the site (People and Vehicles)

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Figure 8. View to site analysis (human and vehicle)

View from site

Gambar 9. Analisa view from site

Form Studies

With the formation achieved is a Basic Education Disability School building that

can meet the needs and have uses in teaching and learning activities. Based on the results

of the literature review, similar object studies, and site analysis, the results of the desired

form study have been obtained with the discussion below.

a. Architectural Style

With a formal aesthetic architecture, it was chosen according to its needs as a

school. The resulting form follows the function of the building, the simpler is an added

value to architecture, and simplifying the building in detail format becomes unnecessary.

Formal aesthetics includes proportion, scale, balance, hierarchy, rhythm, repetition, color,

and aesthetic value. (Riskiani, 2013).

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Figure 10. Formal aesthetic form

b. Aesthetics and Functions

By maximizing the formal aesthetic architectural style and also emphasizing

horizontal and vertical elements to add to the aesthetics and beauty of the building.

Buildings that follow function, are simple, and there are no ornaments to show a formal

impression. Because other existing ornaments are also considered to have no function

either structurally or non-structurally, the ornaments are removed (Safana et al., 2021).

Picture 11.

An example of the aesthetics and functions of a school building

In-Building Systems

a. Structural System and Foundation Construction

The structure and construction system of the foundation uses a pile foundation

because the use of this foundation is very suitable for use in unstable soil conditions.

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Picture 12.

Body pile foundation

The structural and construction system on the body uses a rigid frame system

because the structural system consists of linear elements, such as columns and beams

whose ends are connected by joints (connecting points) that are rigid/rigid and can be

distinguished from pos-and-beam structures whose connecting points are joints/roll.

Picture 13.

Roof frame rigid structure

The structure and construction on the roof use shields, because the building with a

formal aesthetic architectural design.

Picture 14.

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Shield or pyramid roof structure

b. Lighting System

Optimizing natural lighting from the sun which in the morning-afternoon / evening

is the school's operating hours and also utilizing the optimization of openings (doors,

windows, etc.).

Figure 15. Natural and artificial lighting

c. Air Conditioning System

Optimized natural air in schools, will give specificity to students with disabilities

to be more adaptable.

Picture 16.

Natural and artificial air conditioning

Design and Pre-Design Transformation

Design concept with the architectural process for planning and designing the

building of the Basic Education Disability School. Consists of 2 concepts, namely macro

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and micro, micro concepts with 3 points, namely in shape, space, and mass arrangement

or site order.

Figure 17. Design concept process

Macro Concepts

The macro concept in the planning and design of the Basic Education Disability

School building is obtained from the results of data by direct observation and analysis

process in the previous chapters, namely behavioral architecture taken from children with

disabilities (namely the disabled, visually impaired, deaf, and speech-impaired).

Figure 18. Schematic macro concept

Micro Concept

a. Microshape Concept

The concept of microforms in the building of the Basic Education Disability School

is based on cognitive aspects as a function of social activities or activities about human

relations between human behavior and their environment and site analysis.

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Figure 19. Schematic concept of micro shapes

b. Micro Space Concept

The concept of micro space in the Basic Education Disability School building is a

minimalist space and is functional or by the needs of its function as a place to take

education, as well as on the affective aspect in paying attention to all accessibility and

safety of students with disabilities who are inside or outside the building space.

Figure 20. Schematic of the concept of microspace

c. Micro Concept of Mass Structuring

The concept of micro mass arrangement of the Basic Education Disability School

building by maintaining the condition of the site and with a centralized site arrangement

is in the middle, where in the psychomotor aspect students with disabilities can be used

as a value to measure the ability and skills in carrying out activities independently for

themselves or accompanied directly by paying attention to the will/opportunity in an area.

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Figure 21. Schematic of the concept of microstructuring mass

Figure 22. The concept of mass structuring

Pre-Drafted Drawings

Site plan

Gambar 23. Site map

Layout plan

Gambar 24. Layout plan

Views &; overall pieces

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Figure 25. Views &; overall pieces

Denah massa 1-6

Figure 26. Mass plan 1-6

Views & pieces of building 2 pieces

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Figure 27. Views & pieces of building 2 pieces

System Utilities

Figure 28. System Utilities

Exterior perspective

Figure 29. Exterior perspective

Perspekstif interior

Figure 30. Interior perspective

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Outdoor space details

Figure 31. Outdoor space details

Detail facade

Figure 32. Facade details

Detail interior

Picture 33. Detail interior

3D model kilometers

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Figure 34. 3D isometric models

Market skala 1: 300

Figure 35. Scale mockups 1: 300

Conclusion

One place to take education for students or children with disabilities as the main

background in getting the right to education in schools equally. The limited place to learn

in special education and often underestimated by the community, as well as the means of

consultation from experts in the field of children with disabilities is a problem for parents.

The Planning and Design of Basic Education Disability Schools with a Behavioral

Architecture Approach is an important solution for parents and also for the public interest.

This Basic Education Disability School is designed based on the needs of function and to

accommodate children with disabilities to get early/basic education with importance and

also aims to be a provision for children with disabilities in the future to be able to take

care of themselves. The role and guidance of parents are also expected to make the main

consideration and important factor, this school is located on Jl. Raya Gebang Pratama

Surabaya. Thus, the Planning and Design of Basic Education Disability Schools with a

Behavioral Architecture Approach in Surabaya is expected to be one of the reference

considerations in a basic education disability school design.

Planning And Designing Schools With Disabilities Basic Education With Behavioral

Architecture Approach In Surabaya

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