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All Journal Journal of Hulonthalo Service Society Journal of Education and Culture Journal of Educational Technology and Innovation
Muh Rijal
Universitas Bina Mandiri Gorontalo
Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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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,
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.
Co-Authors Apriyani Melani Putri DARMAN Moh. Juanda Wadipalapa Moh. Marham Mubaraq Lumi Qiran Rosita Hidija Yusra Sumarni Djafar