Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Bisma The Journal of Counseling ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam)
Nur Eva
Department of Psychology, Universitas Negeri Malang, Malang, Indonesia
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Development of an Inclusive Campus Model Based in Universal Design for Learning in Supporting the Achievement of Students with Disabilities Eva Meizara Puspita Dewi; Fattah Hanurawan; Nur Eva
Bisma The Journal of Counseling Vol. 10 No. 1 (2026): April
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v10i1.103346

Abstract

Higher education in Indonesia still faces challenges in building inclusive campuses for students with disabilities, particularly in physical-digital access, lecturer awareness, and support infrastructure. Therefore, an adaptive, inclusive, and equitable campus model is needed. This study aims to develop an inclusive campus model based on Universal Design for Learning (UDL) to improve the academic achievement of students with disabilities. The research method used is development research with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The research subjects consisted of 240 participants, including students with disabilities, managers of Disability Services Units, and the general public from various universities. Data were collected through literature studies, in-depth interviews, observations, and questionnaires, then analyzed using a qualitative descriptive approach and expert validation. The results of the study show that the implementation of the UDL-based inclusive campus model can improve academic accessibility, learning flexibility, and social support for students with disabilities. The implementation of this model in several universities has resulted in increased participation of students with disabilities in the learning process, increased understanding of lecturers regarding inclusive learning strategies, and improvements in campus infrastructure that is more disability-friendly. Evaluation of the model through expert testing and user feedback shows that this model is feasible to implement with some refinements to improve its effectiveness and sustainability. Thus, the UDL-based inclusive campus model can be an effective strategy for realizing inclusive, equitable, and diversity-oriented higher education.
Enhancing students' interpersonal communication through a Kato Nan Ampek-based group counseling cognitive-behavioral model Nining Maizura; Henny Indreswari; Nur Eva; Khairul Bariyyah
ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) Vol. 8 No. 1 (2025): January-June
Publisher : Program Studi Bimbingan dan Konseling Islam IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/enlighten.v8i1.12375

Abstract

In recent years, high school students have faced increasing challenges in establishing effective interpersonal communication, a critical skill for academic success and personal development. This study developed a cognitive-behavioral group counseling guide that integrates Kato Nan Ampek values to enhance students' interpersonal communication skills. The research followed a Research and Development (R&D) approach, including preliminary studies, product design, expert validation, and limited trials. Validation by experts in counseling, cultural studies, and educational media, as well as input from potential users, affirmed the guide’s theoretical feasibility. The guide was further evaluated through its application in a school setting, where it demonstrated substantial effectiveness in improving students' interpersonal communication. The results highlight the guide’s practical value for school counselors, emphasizing the significance of integrating local cultural values into counseling practices. This study underscores the potential of culturally grounded interventions in enhancing communication skills and offers insights for future research that could explore its broader applicability across diverse educational contexts.
Co-Authors Eva Meizara Puspita Dewi Fattah Hanurawan Henny Indreswari Khairul Bariyyah Nining Maizura