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Annisa Amalia
Universitas Negeri Padang
Education Mathematics Other

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The effect of autism risk level based on m-chat on children's emotional responses measured by cars at the pembina state special needs school in Medan Annisa Amalia; Rahmahtrisilvia Rahmahtrisilvia
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1576

Abstract

This study aims to identify the level of autism risk in children using the Modified Checklist for Autism in Toddlers (M-CHAT), measure emotional responses using the Childhood Autism Rating Scale (CARS), and analyze the relationship between these variables. The research employed a descriptive quantitative approach with a case study design conducted at SLB-E Negeri Pembina Medan on March 9, 2026. The sample consisted of two children diagnosed with autism, selected purposively based on specific criteria and parental consent. Data were collected through observation, interviews with teachers, and M-CHAT questionnaires completed by parents, then analyzed descriptively by comparing M-CHAT and CARS scores. The findings indicate that children with moderate autism risk exhibit moderate emotional disturbances, while those with high autism risk show severe emotional disturbances. These results reveal a consistent trend that higher autism risk levels are associated with increased severity of emotional response disorders. This study highlights the importance of early autism risk detection as a foundation for developing targeted interventions, particularly in enhancing emotional abilities. The findings are expected to serve as a reference for educators, parents, and healthcare professionals in designing appropriate support strategies for children with autism
The role of teachers in implementing the movement guidance program for students with physical disabilities in slb Arhe Aan Yesa Purba; Annisa Amalia; Eko Lucky Setiawan; Kontesalonika br Sinulingga; Nabila Azzahra; Rizka Nurida Siregar
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1609

Abstract

Students with physical disabilities experience limitations in their motor skills, which impact their daily activities and independence. This situation demands a planned and structured movement development program in Special Needs Schools (SLB). In its implementation, teachers play a crucial role not only as instructors but also as facilitators, guides, and evaluators in developing students' motor skills. This study aims to describe the role of teachers in implementing a movement development program for students with physical disabilities in SLB. The study used a qualitative approach with a descriptive method. Data collection techniques included observation, interviews, and documentation. The results indicate that the teachers' role in the movement development program includes program planning based on student needs assessments, gradual and continuous implementation of movement exercises, and evaluation of students' motor development and independence. Furthermore, the success of the movement development program is influenced by teacher competence, school environmental support, and parental involvement. Therefore, the teacher's role is a key factor in optimizing the implementation of the movement development program to improve the motor skills and independence of students with physical disabilities.
Developing self-development skills in autistic children at Sidikalang State SLB Kontesalonika Br Sinulingga; Rahmahtrisilvia Rahmahtrisilvia; Annisa Amalia; Rahmi Mufa Rananta; Rizka Nurida Siregar; Septian Hadinata
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1640

Abstract

This study aims to describe the implementation of the self-development program for autistic children at Sidikalang State Special School (SLB Negeri), including the teaching strategies applied, challenges encountered, and efforts undertaken to address those challenges. A descriptive qualitative approach was employed, with teachers and autistic students serving as research subjects. Data were collected through observations and in-depth interviews and analyzed using descriptive techniques. The findings reveal that the self-development program is systematically integrated into scheduled learning activities to foster students’ independence in daily living skills. Teachers implement various strategies, including structured teaching, visual media, modeling, repetitive practice, positive reinforcement, and collaboration with parents. The implementation process, however, faces several challenges, such as difficulties in understanding instructions, limited attention span, repetitive behaviors, low motivation, and inadequate facilities. To overcome these barriers, teachers simplify instructions, provide direct demonstrations, utilize engaging visual media, consistently reinforce positive behaviors, and strengthen communication with parents. The study concludes that a structured and consistent self-development program supported by appropriate instructional strategies and active parental involvement can effectively enhance the independence of autistic children in performing daily activities.
Co-Authors Arhe Aan Yesa Purba Eko Lucky Setiawan Kontesalonika br Sinulingga Nabila Azzahra Rahmahtrisilvia Rahmahtrisilvia Rahmi Mufa Rananta Rizka Nurida Siregar Septian Hadinata