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All Journal JURNAL KONFIKS Journal of Basic Education Research
Asep Supena
State University of Jakarta
Education

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The Urgency of Program Evaluation in the Implementation of Inclusive Education in Public Elementary Schools in Jatiuwung District Tangerang City Adzka Azzamulhaq; Asep Supena; Indra Jaya
Journal of Basic Education Research Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i4.3584

Abstract

Purpose of the study: This study aims to examine the challenges in the implementation of inclusive education in public elementary schools in Jatiuwung District, Tangerang City, and to analyze the urgency of program evaluation as a strategic effort to improve the quality and sustainability of inclusive education services. Methodology: This study employed a qualitative approach using a case study method. Data were collected through observations, in-depth interviews, and document analysis involving principals, classroom teachers, and special education teachers from inclusive elementary schools. The data were analyzed using descriptive qualitative techniques through data reduction, data display, and conclusion drawing. Main Findings: The findings reveal that the implementation of inclusive education has been carried out; however, it continues to face significant challenges, including limited teacher competence in addressing students with special educational needs, an insufficient number of special education teachers, inadequate inclusive learning facilities and infrastructure, and the absence of systematic and continuous program evaluation. These conditions reduce the effectiveness of inclusive education implementation and indicate the need for comprehensive evaluation to support continuous program improvement. Novelty/Originality of this study: This study offers a novel perspective by examining inclusive education from the standpoint of program evaluation rather than focusing solely on implementation practices or teacher readiness. It highlights the relationship between implementation challenges and the necessity of systematic program evaluation as a foundation for improving inclusive education services, particularly within the context of public elementary schools in Jatiuwung District, Tangerang City, an area that has received limited attention in previous studies.  
ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING READING COMPREHENSION TO HEARING-IMPAIRED ELEMENTARY STUDENTS THROUGH FOTONOVELA MEDIA Rohmah Ageng Mursita; Murni Winarsih; Totok Bintoro; Asep Supena; Septiyani Endang Yunitasari; Sri Rizqi Widasari
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/f40e8d48

Abstract

Reading comprehension is a fundamental literacy skill that is essential for deaf or hard-of-hearing students to access academic information and participate in social life. However, limited auditory input and language development challenges often create barriers to understanding written texts. This study aimed to enhance the pedagogical competence of pre-service special education teachers in teaching reading comprehension to hearing-impaired students through the use of fotonovela media. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach and was conducted at SLB Pangudi Luhur and SLB Santi Rama as authentic learning contexts. The participants were pre-service special education teachers divided into experimental and control groups. The intervention involved training and teaching practice using fotonovela media integrating visual supports, the Indonesian Sign System (SIBI), and principles of the Maternal Reflective Method (MMR). Pretest results indicated that the initial competence levels of both groups were relatively equivalent, while posttest results showed a significant improvement in the experimental group. The use of fotonovela media significantly improved the pedagogical competence of pre-service teachers, particularly in instructional planning, visual strategies, language and communication support, adaptive teaching practices, and student engagement. The improvement in teacher competence contributed to the development of students’ reading comprehension skills, including vocabulary understanding, identifying main ideas, sequencing events, recognizing story elements, answering questions, making simple inferences, and summarizing texts. These findings indicate that fotonovela media is an innovative and sustainable approach to strengthening teachers’ pedagogical competence while supporting literacy development among deaf students.
Co-Authors Adzka Azzamulhaq Indra Jaya Murni Winarsih Rohmah Ageng Mursita, Rohmah Ageng Septiyani Endang Yunitasari Sri Rizqi Widasari Totok Bintoro