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p-Index From 2021 - 2026
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All Journal International Journal of Multidisciplinary Sciences and Arts
Yeanny Suryadi
Universitas Negeri Medan, Indonesia
Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media

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Analysis of Daily Living Skills Technique of James W Parington and Michael Muller by Teacher of Special Needs School in Deliserdang North Sumatera Yeanny Suryadi; Hidayat Hidayat; Adi Sutopo; Apiek Gandamana; Albert Pauli Sirait; Abdul Gafur
International Journal of Multidisciplinary Sciences and Arts Vol. 5 No. 3 (2026): International Journal of Multidisciplinary Sciences and Arts, Article July 2026
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijmdsa.v5i3.8784

Abstract

Developing individuals with independent personal characteristics has become one of the primary goals of education in contemporary Indonesia. Numerous studies have demonstrated that daily activity skill contributes positively to both academic achievement and logical thinking abilities. The objective of fostering daily activity skills is not only directed toward students in general but also toward students with special needs, commonly referred to as Children with Special Needs (CWSN). Through the Ministry of Education, Culture, Research, and Technology, the Indonesian government encourages the development of independent individuals among all students in both mainstream and special education settings. This study aims to examine how teachers in special schools (SLB) develop independent character among students with special needs, particularly students with ASD (Autism Spectrum Autism). The focus on students with ASD is motivated by the continuously increasing prevalence of autism spectrum disorders worldwide, including in Indonesia. This research employed a qualitative approach and was conducted at a special school in Deli Serdang Regency. The findings indicate that teachers adapted and further developed the basic independence skills framework proposed by James W. Partington and Michael Mueller, tailoring its implementation to the individual characteristics and needs of their students. Conclusion: The development of daily living skills for students with autism must consider the unique characteristics of each individual, particularly those in phase A. Basic communication skills can be integrated with other daily living skills activities, and the learning process is more effective when implemented through direct practice and gradual prompting techniques.
Improving Independent Logic Skills through Spatial Illustration Intervention in Children with Autism Spectrum Phase A Level at SLB, Deliserdang North Sumatera Yeanny Suryadi; Hastratuddin Siregar
International Journal of Multidisciplinary Sciences and Arts Vol. 4 No. 3 (2025): International Journal of Multidisciplinary Sciences and Arts, Article July 2025
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijmdsa.v4i3.6980

Abstract

This study aims to analyze the effect of an intervention using spatial illustration media in the form of room illustrations with objects inside them on improving the independence skills of children with special needs (CwSN) with autism spectrum disorder at the elementary level (Phase A) of a Special School in Deliserdang, North Sumatra, Indonesia. The study was conducted at a Special School using a mixed-methods approach involving 13 children as subjects, regardless of gender or age. The intervention was carried out over three weeks, with 60 minutes of intervention per week, through activities matching objects with their corresponding rooms. Quantitative data were analyzed using simple linear regression, showing that students’ independence scores increased by an average of 1.192 points each week. Interview data collected from parents supported these findings, indicating that the skills practiced in class began to be applied in daily life at home, such as placing shoes on the rack or taking books independently. Thus, it can be concluded that routine interventions using spatial illustration media have a positive effect on the independence skills of children with autism spectrum disorder, particularly at the elementary level of Special Schools.
Application of Path Analysis in Determining Factors Affecting the Learning Outcomes of Elementary School Teacher Education Students at HKBP Nommensen University, Pematangsiantar Yeanny Suryadi; D.Yuliana Sinaga; Yanti Arasi Sidabutar; Mulyono Mulyono; Edi Syahputra
International Journal of Multidisciplinary Sciences and Arts Vol. 5 No. 1 (2026): International Journal of Multidisciplinary Sciences and Arts, Article January 2
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijmdsa.v5i1.7051

Abstract

This study aims to analyze the direct and indirect influence of the role of parents, the role of lecturers, and learning motivation on the learning outcomes of Elementary School Teacher Education (PGSD) students at UHKBPNP using the Path Analysis method. Data processing was carried out using the SPSS program. The prerequisite test showed that the model met the assumption of normality and was free from multicollinearity. The findings showed: (1) The role of parents did not have a significant direct influence on learning outcomes. (2) The role of lecturers had a significant direct influence on learning outcomes. (3) Learning motivation had a significant direct influence on learning outcomes. Furthermore, the analysis revealed that the role of parents and the role of lecturers indirectly influenced learning outcomes significantly through the mediating role of learning motivation. This study concluded that learning motivation functions as a central psychological mechanism that bridges the influence of environmental factors (the role of parents and lecturers) on improving student learning outcomes. Environmental support becomes optimal only when it succeeds in fostering strong internal motivation in students.
AFLS Basic Communication Indicators and Emerging Critical Thinking in Autistic Learners During Jigsaw Tasks Yeanny Suryadi; Sumarno Sumarno; Elvi Meilani
International Journal of Multidisciplinary Sciences and Arts Vol. 5 No. 4 (2026): International Journal of Multidisciplinary Sciences and Arts, Article October 2
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijmdsa.v5i4.8454

Abstract

Functional communication may provide an accessible context for examining how autistic learners recognise problems, evaluate alternatives, and seek assistance. This descriptive, nonexperimental study explored behaviours associated with two Basic Communication indicators from the Assessment of Functional Living Skills (AFLS): requesting missing items and requesting information. Five Grade 1 learners in Phase A, comprising two girls and three boys, participated at a special school in Deli Serdang, North Sumatra, Indonesia. Data comprised classroom observations, interviews, and documentation during simple jigsaw activities with missing pieces. A researcher-developed observation rubric organised 13 indicators under analysis, evaluation, and solution generation, using four developmental rating categories. M, H, and Z were described as showing more independent searching and requesting, whereas A relied more on nonverbal communication and R required greater redirection and displayed distress. These behaviours illustrate variation in task-specific problem recognition and functional communication; they do not establish improvement in general critical thinking. Inconsistencies between the item-level descriptions and the aggregate score table prevented reliable numerical synthesis. Caregiver accounts suggested that opportunities to initiate requests differed across home environments, although causal effects of parenting were not tested. Selected AFLS indicators can structure observation of emerging problem-solving behaviours, provided that communication access, prompting, and emotional regulation are considered. Further research requires validated indicators, consistent scoring, and repeated observations.
Co-Authors Abd Gafur Adi Sutopo Apiek Gandamana D.Yuliana Sinaga Edi Syahputra Elvi Meilani Hastratuddin Siregar Hidayat Hidayat Mulyono Mulyono Sirait, Albert Pauli Sumarno Sumarno Yanti Arasi Sidabutar