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All Journal Indonesian Journal of Disability Studies JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Journal of ICSAR Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal Pendidikan Progresif
Rejeki, Dewi Sri
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Development of Digital Identification Instruments for Mentally Retarded Children Rejeki, Dewi Sri; Sari, Erma Kumala; Salim, Abdul; Subagya, Subagya
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (36.06 KB)

Abstract

This study aims to develop a digital identification instrument-based Decision Support System (DSS) for mentally disabled children. First-year research consisted of three stages, namely (a) instrument need analysis, (b) instrument prototype development, (c) instrument validation. The study involved 20 special schools taken by purposive sampling from eight districts/cities in Central Java. The method of collecting data at the needs analysis stage uses a questionnaire given to 32 respondents (teachers and principals). At the stage of prototype development, data collection is done by using a web-based DSS development technique. Furthermore, the instrument validation stage is done through professional judgment with Focus Group Discussion (FGD) techniques involving special education experts, information and technology experts, psychometric experts, language experts, psychologists, and users/teachers. Data analysis was performed with quantitative descriptive and qualitative descriptive techniques. The results of the study at the needs analysis stage showed that 75% of respondents had difficulty in compiling identification instruments for mentally disabled children; all respondents (100%) needed the development of identification instruments for mentally disabled children, and 50% of respondents chose identification instruments in digital form. At the instrument development stage, mentally disabled children's characteristics based on the previous DSM-V criteria are described in the indicators. This digital instrument's identification results are still limited to indications, so that it needs to be continued with more in-depth assessment by authorized professionals. Expert validation results at the instrument validation stage indicate that this digital identification instrument for mentally disabled children meets the eligibility criteria with improvements in language, web appearance, and the instrument's technical operation. Furthermore, the instrument prototype is repaired and will be continued with small-scale and wide-scale trials.
Identification and Assessment of the Effectiveness of Instruments Children with Special Needs Based Decision Support System (DSS) Disorders in Children with Physical and Motor Disabilities Rejeki, Dewi Sri
Indonesian Journal of Disability Studies Vol. 6 No. 2 (2019)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.226 KB) | DOI: 10.21776/ub.ijds.2019.006.02.10

Abstract

This article is part of a research and development aimed at develop the instrument identification and assessment of children with motor disorders based decision support system (DSS). This study aims to determine the effectiveness of the instruments of identification and assessment of children with special needs (ABK) based DSS in children with physical and motor disorders .The research was conducted in 10 districts / cities in Central Java province, which is taken by purposive sampling in 16 schools (SLB) and Inclusive Schools and the sample of 40 teachers. Collecting data using DSS application eligibility questionnaire instrument for the identification and assessment of children with physical and motor disorders. The use of questionnaires after teachers applying / using software identification and assessment instruments based DSS in children with physical and motor disorders. Feasibility DSS application instrument for identification of children with physical and motor disturbances seen from the aspect Visible, Interesting, Simple, Useful, Accurate, Legitimate, Structure. Methods of data analysis using quantitative descriptive technique.
The Influence of Using Pop Up Book Media on the Early Reading Skills of Children with Mental Disabilities Wardah, Dinah Nur; Rejeki, Dewi Sri; Martika, Tias
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 10, No 1 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v10i12023p%p

Abstract

This research aims to know the influence of pop up book toward early reading ability of intellectual disability children of class IV C SLB Negeri Purbalingga in academic year of 2022/2023. This research used quantitative method. The design of this research is experiment one group pretest-posttest design. Subject of this research are 5 children with intellectual disability of class IV C SLB Negeri Purbalingga in the Academic Year of 2022/2023. The data collection technique is a reading test that have been tested for validity and reliability with content validity and reliability Interclass Correlation Coefficients (ICC). The data analysis techniaque in this sresearch used the Wilcoxon Sign Rank. The result show that the Asymp. Sig (2-tailed) scores at 0,43. The result of this research was significant to prove the effectiveness of the pop up book to increase early reading ability of intellectual disability children of class IV C SLB Negeri Purbalingga in academic year of 2022/2023.
Parental Involvement of Children with Special Needs: Insights from Epstein’s Six Domains Framework Rejeki, Dewi Sri; Supratiwi, Mahardika; Widyastono, Herry; Gunarhadi, Gunarhadi; Hermawan, Hermawan; Yuwono, Joko; Cahyani, Leni Ambar
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp31-42

Abstract

Abstract: Parental Involvement of Children with Special Needs: Insights from Epstein’s Six Domains Framework. Objectives: This study investigated the role of parents of children with disabilities in inclusive school settings. Methods: Employing a qualitative approach, data were collected through focus group discussions (FGD) to 17 parents for children with special needs and analyzed using ATLAS.ti software, following an interactive analysis model comprising data condensation, data presentation, and conclusion drawing/verification.  Findings: Findings highlight the critical role parents play across six domains of involvement, as defined by Epstein's framework: creating supportive home environments (Parenting), engaging in clear communication with the school (Communicating), volunteering at the school (Volunteering), supporting learning at home (Learning at Home), participating in school-related decision-making (Decision-Making), and collaborating with the community to coordinate resources (Collaborating with the Community). These areas of involvement enable parents to actively contribute to inclusion in educational settings.  Conclusion: This study underscores the importance of comprehensive parental engagement of children with disabilities within inclusive schools. Keywords: role of parents, disabilities, inclusive schools.
Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations Gunarhadi, Gunarhadi; Yuwono, Joko; Rejeki, Dewi Sri; Supratiwi, Mahardika; Cahyani, Leni Ambar; Ayaoo, Dhevendren
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2385-2399

Abstract

Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations. Objectives: This research aimed to analyze the challenges and expectations in providing vocational education for students with disabilities in both special and inclusive vocational high schools in the Solo Raya region, Indonesia. It sought to understand the barriers faced by educators and explore their expectations for improvements in vocational training for students with disabilities. Methods: This qualitative research employed a phenomenological design, focusing on 20 vocational education teachers from both special and inclusive vocational high schools. Data was collected through Focus Group Discussions (FGD) with semi-structured, open-ended questions guided by a set of research-specific themes. The data analysis followed a phenomenological analytic framework. Findings: This study identified several key challenges faced by educators in delivering vocational education to students with disabilities, including the lack of a specialized curriculum, insufficient teacher training, inadequate resources and infrastructure, and limited support for job placement after training. Furthermore, teachers highlighted the need for professional development opportunities and improvement in schools' accessibility. Moreover, stronger partnerships between stakeholders were seen as crucial for enhancing vocational education for students with disabilities. These barriers hinder students’ opportunities to gain essential vocational skills and transition successfully into the workforce in the Solo Raya Region. Conclusion: Vocational education for students with disabilities faces significant challenges; however, there are clear expectations for improvements in teacher training, infrastructure, and collaboration among stakeholders. Addressing these issues will not only enhance vocational education for students with disabilities but also empower them to gain greater independence, improve their quality of life, and contribute more fully to society. This provides critical insights into the context of Solo Raya, highlighting the need for targeted interventions to address these gaps. Keywords: challenges, expectation, vocational education, students with disabilities.
Peningkatan Hasil Belajar Berhitung Melalui APEI (Aplikasi Edukatif Interaktif) Pada Siswa Tunagrahita Sedang Kelas VI C1 di SLB Negeri Surakarta Siregar, Anisa Dian Novita; Irmawati, Nur Laily; Rejeki, Dewi Sri
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 11, No 3 (2025): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpiuns.v11i3.109700

Abstract

This research was motivated by the low learning outcomes of students with moderate mental disabilities in Mathematics subjects in number elements, especially counting material. Students consisting of 3 students have different abilities. Students A were found not to know the order of numbers correctly. Meanwhile, R students do not yet know the number of numbers or the concept of quantity, while Ri students do not yet know numbers, so learning media are needed that are able to accommodate the learning needs of all students, namely in the form of educational and interactive learning media. The aim of this research is to find out whether the use of Interactive Educational Application (APEI) media is able to improve numeracy learning outcomes in moderately mentally retarded students. The research method used is Class Action Research which is carried out in 2 cycles, namely cycle I and cycle II. Class Action Research is research carried out by teachers in their own class through the self-reflection stage with the aim of improving the learning that has been carried out so that students learning achievements increase. Based on the results of research that has been conducted, the results were obtained that by using APEI students' learning outcomes increased. This can be proven by the percentage score obtained by student R in cycle I a percentage score of 40% is obtained in cycle II a percentage score of 60% is obtained. Meanwhile, students A in cycle I received a score of 30% in cycle II a percentage score of 70% was obtained. Ri learners in cycle I scored 20% in cycle II scored 40%.
Co-Authors Abdul Salim Ayaoo, Dhevendren Erma Kumala Sari Gunarhadi Gunarhadi, Gunarhadi Hermawan Hermawan Herry Widyastono, Herry irmawati, nur laily Leni Ambar Cahyani Siregar, Anisa Dian Novita Subagya Subagya, Subagya Supratiwi, Mahardika Tias Martika Wardah, Dinah Nur Yuwono, Joko