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All Journal JURNAL IQRA´ Journal of Educational Research and Evaluation JPI (Jurnal Pendidikan Inklusi) Jurnal Pendidikan, Sains dan Teknologi Journal of Hulonthalo Service Society Journal of Education and Culture Jurnal Pendidikan Sosial dan Konseling Journal of Educational Technology and Innovation
Muh Rijal
Universitas Bina Mandiri Gorontalo
Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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MANAJEMEN KURIKULUM INOVATIF DALAM MEWUJUDKAN PENDIDIKAN INKLUSIF: LITERATUR REVIEW Rijal, Muh
JPI (Jurnal Pendidikan Inklusi) Vol. 8 No. 2 (2024)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v8n2.p95-106

Abstract

This study is a systematic literature review that aims to identify innovative forms of curriculum management to support inclusive education for learners with special needs. Based on a literature review of ten articles published between 2018 and 2023, this research classifies inclusive curriculum management into four main categories: curriculum planning, curriculum organization, curriculum implementation and curriculum evaluation. Each category offers management strategies that can be adapted to create a learning environment that supports and embraces student diversity. The planning process includes modifying the curriculum to accommodate students' specific needs, while organizing focuses on collaboration among staff and effective utilization of resources. Implementation involves adaptive teaching methods that match students' individual abilities, and evaluation aims to assess success and make continuous improvements to the curriculum. The findings provide practical guidance for educational institutions in developing a more inclusive curriculum, which not only improves access to education but also quality and equity in learning.
Integrating Gestalt Theory Concepts in Visual Perception Assessment for Children with Intellectual Disabilities Muh. Rijal; Mumpuniarti; Muh. Asriadi AM
Journal of Education Reseach and Evaluation Vol 8 No 2 (2024): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i2.69127

Abstract

Children with intellectual disabilities have difficulties understanding and responding to visual information, which can hinder their development and learning. One of the factors leading to this is the lack of adequate and relevant assessment instruments that reflect the complexity of visual perception processes in children with intellectual disabilities. This study aims to develop a special visual perception assessment for children with intellectual disabilities, utilizing the concepts of Gestalt theory. This study used the Research and Development (R&D) approach and the ADDIE model. The data collection method used was a questionnaire with an instrument in the form of a questionnaire sheet. This instrument was designed and tested for validity by 11 experts and tested on 50 respondents of children with intellectual disabilities. In this study, there were several data analysis techniques, such as content validity being analyzed with Aiken's V Coefficient, while instrument reliability was estimated with Cronbach's Alpha formula. Furthermore, exploratory factor analysis (EFA) was conducted using JASP software to group the questionnaire items into factors based on their dimensions. The results stated that, overall, the instrument was considered valid and reliable for measuring the visual perception ability of children with intellectual disabilities. This study makes an important contribution to the development of assessments that can be applied in education and intervention, improving understanding and support for the visual development of children with intellectual disabilities.
IMPLEMENTASI BINA KOMUNIKASI PERSEPSI BUNYI IRAMA BERBASIS PROGRAM PEMBELAJARAN INDIVIDUAL BAGI ANAK HAMBATAN PENDENGARAN Yusra Sumarni Djafar; Muh Rijal; Apriyani Melani Putri
Jurnal Ilmu Pendidikan dan Budaya Vol 5 No 1 (2025): Journal of Education and Culture (JEaC)
Publisher : LPPM UNiversitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47918/z5jp9n70

Abstract

Hambatan pendengaran menyebabkan keterlambatan perkembangan bahasa, keterbatasan komunikasi, serta kesulitan dalam mengikuti proses pembelajaran secara optimal. Program Bina Komunikasi Persepsi Bunyi dan Irama (BKPBI) merupakan layanan khusus yang dirancang untuk mengembangkan kemampuan persepsi bunyi dan komunikasi peserta didik dengan hambatan dengar. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis implementasi BKPBI berbasis PPI pada peserta didik dengan hambatan dengar. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian multi kasus yang dilaksanakan di SLB Negeri Bone Bolango dan SLB Negeri Kota Gorontalo. Pengumpulan data dilakukan melalui wawancara mendalam terhadap empat guru wali kelas yang terlibat langsung dalam pelaksanaan BKPBI. Analisis data menggunakan model analisis interaktif melalui tahap kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penyusunan PPI berdasarkan asesmen awal membantu guru menyesuaikan tujuan, materi, strategi, dan evaluasi BKPBI sesuai kebutuhan individual peserta didik. Pelaksanaan BKPBI dilakukan melalui tahapan deteksi, diskriminasi, identifikasi, dan komprehensi bunyi dengan pendekatan multi-sensori menggunakan media visual, alat penghasil bunyi, metode oral, dan metode Mendengar, Meniru, dan Mengucapkan (MMR).
EDUKASI KLASIFIKASI DISABILITAS BAGI MASYARAKAT DAN APARATUR SEBAGAI DASAR PENGEMBANGAN LAYANAN INKLUSIF Muh Rijal; Rosita Hidija; Yusra Sumarni Djafar; Apriyani Melani Putri; Moh. Juanda Wadipalapa
Journal of Hulonthalo Service Society (JHSS) Vol. 4 No. 2 (2025): Journal of Hulonthalo Service Society (JHSS)
Publisher : LPPM Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47918/4xa96r71

Abstract

Disabilitas masih menghadapi berbagai hambatan dalam memperoleh layanan publik yang inklusif akibat rendahnya pemahaman masyarakat dan aparatur mengenai klasifikasi disabilitas serta masih kuatnya stigma sosial terhadap penyandang disabilitas. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman masyarakat dan aparatur Kelurahan Pauwo mengenai ragam disabilitas, prinsip layanan publik inklusif, serta pentingnya pendataan disabilitas sebagai dasar pengembangan layanan yang responsif dan berkeadilan. Kegiatan dilaksanakan pada tanggal 30 Oktober 2025 di Kelurahan Pauwo, Kecamatan Kabila, Kabupaten Bone Bolango dengan melibatkan 26 peserta yang terdiri atas aparatur kelurahan dan masyarakat umum. Metode pelaksanaan menggunakan pendekatan andragogi melalui metode ceramah dan diskusi partisipatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta terkait klasifikasi disabilitas fisik, sensorik, intelektual, mental, dan autisme, serta meningkatnya kesadaran mengenai pentingnya layanan publik yang nondiskriminatif, aksesibel, dan menghormati martabat penyandang disabilitas. Selain itu, kegiatan ini berhasil membangun kesadaran kolektif masyarakat untuk mengurangi stigma sosial terhadap penyandang disabilitas serta memperkuat kapasitas aparatur dalam pendataan disabilitas berbasis komunitas. Kegiatan pengabdian ini memberikan kontribusi positif dalam mendukung pengembangan layanan publik inklusif yang lebih responsif,
Profil Perkembangan Anak Autism Spectrum Disorder dan Implikasinya terhadap Layanan Konseling : Muh Rijal; Rosita Hidija
Jurnal Pendidikan Sosial Dan Konseling Vol. 3 No. 4 (2026): Januari - Maret
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v3i4.4035

Abstract

Children with autism have diverse developmental characteristics in various aspects, requiring educational and counseling services tailored to their individual needs. This study aims to describe the developmental profile of children with autism and analyze its implications for counseling services in schools. The study uses a qualitative approach with a descriptive-analytical method. The research subjects consisted of two children who had been diagnosed with autism. Data collection was conducted through developmental assessments using checklist instruments and structured observations on gross motor skills, fine motor skills, verbal language, nonverbal language, and attention. The data were analyzed descriptively, quantitatively, and qualitatively. The results showed that gross motor skills, nonverbal language, and attention were in the instructional level category. Fine motor skills showed differences between subjects, namely in the independent level and frustration level categories. Meanwhile, verbal language skills in both subjects were in the independent level category, although still functional. These findings indicate that the developmental profile of children with autism varies between aspects and individuals. Therefore, developmental assessment needs to be used as a basis for designing counseling services that are individualized, adaptive, and appropriate to the developmental needs of children in the school environment.
Implementation of Developmental Assessment as the Basis for Individualized learning for Students with Special Needs Muh Rijal; Hilma Rahmatillah
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 1 (2026): Januari - Maret
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i1.4322

Abstract

Development assessment is a fundamental component in the education of students with special needs because it forms the basis for understanding the developmental profile, learning needs, and individual potential of students. Individualized learning or Individualized Education Program (IEP) are highly dependent on the quality of development assessments conducted by teachers. Therefore, this study aims to examine the implementation of developmental assessments for students with special needs and analyze how teachers utilize the results of these assessments in designing and adjusting individual learning. This study used a qualitative approach with a field study design. The research subjects consisted of three special education teachers representing students with autism, hearing impairments, and intellectual disabilities. Data were collected through in-depth interviews and direct observation, then analyzed inductively through data reduction, coding, and conclusion drawing to identify the main themes that emerged. The results of the study show that teachers understand developmental assessments as the main foundation of individualized learning and implement them continuously through weekly and semester assessments. Teachers use a variety of assessment media and instruments that are tailored to the sensory characteristics and developmental stages of students. Assessment results are used directly in determining learning objectives, instructional strategies, material difficulty levels, intensity of assistance, and duration of IEP. This study concludes that developmental assessment plays a strategic role as the basis for individual learning decision-making. These findings emphasize the importance of strengthening continuous, adaptive, and integrated developmental assessment practices to support responsive and equitable special education services.
The Influence of Teacher Competence and Differentiated Instruction on the Learning Outcomes of Students with Special Educational Needs: The Mediating Role of Learning Motivation Qiran; Moh. Marham Mubaraq Lumi; Darman; Muh Rijal
Journal of Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Educational Technology and Innovation (In Process)
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/3h7snf91

Abstract

This study examined the influence of teacher competence and differentiated instruction on the learning outcomes of students with special educational needs through the mediating role of learning motivation. The study was motivated by the need to improve the quality of inclusive education through teachers' competence in implementing differentiated learning that accommodates students' diverse characteristics and learning needs. A quantitative approach with an explanatory survey design was employed. The participants consisted of 53 teachers from inclusive schools and special schools selected using purposive sampling. Data were collected through a structured questionnaire distributed via Google Forms and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), supported by Pearson correlation and multiple regression analyses. The findings revealed that differentiated instruction had the strongest positive effect on students' learning outcomes (β = 0.579), followed by learning motivation (β = 0.281). Teacher competence was positively associated with differentiated instruction (r = 0.766) and learning motivation (r = 0.806), indicating that competent teachers were more capable of implementing adaptive instructional strategies that enhanced students' motivation. Furthermore, the proposed structural model demonstrated satisfactory explanatory power, with an R² value of 0.703, indicating that 70.3% of the variance in learning outcomes was explained by teacher competence, differentiated instruction, and learning motivation. The results confirm that learning motivation functions as a mediating variable linking teacher competence and differentiated instruction to students' learning outcomes. These findings highlight the importance of strengthening teacher competence and implementing differentiated instruction to improve learning outcomes in inclusive education.
Determinats of Deep Learning Oriented Teaching Behavior: A Theory of Planned Behavior Perpective among Special Education Teachers Hilma Rahmatillah; Pujaningsih Pujaningsih; Muh. Rijal
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.7890

Abstract

This study addresses the growing demand for deep learning-oriented instruction in 21st-century education, particularly in special education, where instructional practices involve high levels of complexity. The study aims to analyze the determinants of deep learning oriented teaching behavior among special education teachers using the Theory of Planned Behavior (TPB). A quantitative explanatory survey design was employed, involving 66 teachers selected through snowball sampling. Data were collected using a structured questionnaire and analyzed through hierarchical multiple regression. The results indicate that perceived behavioral control (PBC) and subjective norm (SN) significantly predict both intention and teaching behavior, while attitude toward behavior (ATB) does not show a significant effect when controlling for other variables. Intention significantly predicts behavior; however, its additional contribution is relatively small (ΔR² = 0.013), indicating that behavioral implementation is influenced not only by intention but also by professional competence and environmental factors. Overall, the model demonstrates strong explanatory power, highlighting the importance of teacher capability and social support in facilitating the implementation of deep learning-oriented instruction in special education. This study contributes theoretically by strengthening the validity of TPB in special education while offering a new perspective that the transformation of teaching behavior is more strongly influenced by structural support, professional competence, and institutional expectations than by personal attitudes alone. Therefore, this study underscores that the successful implementation of deep learning in special education requires a systemic approach integrating psychological readiness, teacher competency development, and institutional support to promote inclusive, meaningful, adaptive, and sustainable learning that enhances students higher order thinking skills.
Co-Authors Apriyani Melani Putri DARMAN Hilma Rahmatillah Hilma Rahmatillah Moh. Juanda Wadipalapa Moh. Marham Mubaraq Lumi Muh. Asriadi AM Mumpuniarti Mumpuniarti Pujaningsih Pujaningsih Qiran Rosita Hidija Rosita Hidija Yusra Sumarni Djafar