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All Journal Jurnal Ilmu Pendidikan Mimbar PGSD Undiksha Indonesian Journal of Applied Linguistics (IJAL) Journal of ICSAR Jurnal Manajemen & Supervisi Pendidikan Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini DWIJA CENDEKIA: Jurnal Riset Pedagogik PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Jurnal Fundadikdas (Fundamental Pendidikan Dasar) KOLOKIUM: Jurnal Pendidikan Luar Sekolah INOPENDAS: Jurnal Ilmiah Kependidikan Journal of Educational Learning and Innovation (ELIa) Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Journal of Education Research Indonesian Journal of Educational Development (IJED) Jurnal Pengabdian Masyarakat Formosa (JPMF) Media Nusantara Journal of Education for Sustainability and Diversity INCLUSIVE EDUCATION Proceeding of International Conference on Special Education in South East Asia Region Edukasi Elita : Jurnal Inovasi Pendidikan Proceedings Series of Educational Studies
Ranti Novianti
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Phonology-based reading instruction to improve dyslexic students’ early reading ability Novianti, Ranti; Syihabuddin, S.; Rochyadi, Endang
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20242

Abstract

Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.
Development of Identification Instruments for Children with Specific Learning Disability in Elementary School Salma Nadiyah; Budi Susetyo; Iding Tarsidi; Ranti Novianti; Ediyanto Ediyanto; Sinta Yuni Susilawati; Yoga Budhi Santoso
Journal of ICSAR Vol 6, No 1 (2022): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v6i12022p116

Abstract

This study aims to facilitate the identification of students in elementary school who have specific learning dissability. This study employs a qualitative approach to the literature review process. The study collected data from books and articles that discuss identifying specific learning dissability. The data collection technique is based on a literature review of scientific books and journals and interviews with professional practitioners and academics, subsequently validated. The findings of this study are presented in the form of a draft identification guide for elementary school-aged children with specific learning dissability. Teachers and parents can easily use the draft guidelines for identifying children with specific learning dissability because they are presented concisely and clearly that refers to the theory and validated by four validators, including psychologists, special education lecturers, and inclusive school and special education teachers. The identification guideline draft for children with specific learning dissability in elementary school-age includes procedures for identifying children with specific learning dissability in general and instruments for identifying children with dyslexia, dyscalculia, and dysgraphia. This procedure was proposed to assist teachers and parents in identifying children with specific learning dissability in elementary school.
Pembelajaran Berbasis Universal Design For Learning Di Kelas Sekolah Dasar InklusifUniversal Design For Learning Based Learning In Inclusive Elementary School Class Ranti Novianti
Media Nusantara Vol 18, No 2 (2021): Juni 2021
Publisher : Media Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (731.064 KB) | DOI: 10.30999/medinus.v18i2.1256

Abstract

Asesmen Handwriting Bagi Anak Tunagrahita Ringan Ranti Novianti
Media Nusantara Vol 18 (2021): Edisi Khusus
Publisher : Media Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (858.738 KB) | DOI: 10.30999/medinus.v18i0.1265

Abstract

BALABOLKA Software to Improve the Ability to Access Electronic Learning Resources for Visual Impairment Students Dirham Gumawang Andipurnama; Dikdik Mantera Wiguna; Budi Susetyo; Ranti Novianti
Journal of ICSAR Vol 6, No 2 (2022): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v6i22022p230

Abstract

This research was aimed to discover the use of Balabolka software in improving the ability to access electronic learning resources for visual impairment students who face the difficulties in accessing electronic learningresources. Assistive technology is needed to access these electronic learning resources. The quantitative approach to the Single Subject Research (SSR) method of A-B-A design was conveyed in order to collect the data. Based on the results, the baseline phase level 1 (A1) was obtained in RF subject of 54.60 percent. Mean intervention phase level (B) in RF subject was 75.64 percent. Mean baseline phase level 2 (A2) in RF subject by 81.9 percent. The findings showed that the use of Balabolka software to be helpful in supporting the ability to access electronic learning resources because Balabolka software offered audio functions to get information from computer devices.
Development of Guidelines for Beginning Counting Assessment Learning Problems of Elementary School Age Atma Widia; Ranti Novianti; Salma Nadiyah; Fadly Halim Hutasuhut
INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All
Publisher : International Inclusion Development and Cooperation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/inclusion.v1i1.7

Abstract

Based on the results of the literature study, it was found that there were not a few children who had problems in calculating the beginning or often referred to as learning problems. This study uses a qualitative approach, and uses the library research method by looking at data based on article sources, handbook journals and research that has been carried out by previous research. The data collection technique used is literature study. The research was conducted with the aim of compiling guidelines for initial numeracy assessment for children with learning problems of elementary school age. This study produces a product in the form of a preliminary numeracy assessment guide for children with learning problems of elementary school age who have gone through the validation or expert judgment stage with the conclusion that the initial numeracy assessment guideline for children with learning problems of primary school age is appropriate to use. Assessment activities are activities to determine the abilities, barriers and needs of children so that it can be seen which learning programs are deemed appropriate to be given to children. The initial numeracy assessment guideline is appropriate for parents or teachers to use at school to determine the ability of the child's early numeracy barriers and needs.
Perceptions and Attitudes of Elementary School Class Teachers as Facilitators of Inclusive Education for Children with Special Needs Ranti Novianti; Asep Fatoni Rizal; Fadly Halim Hutasuhut; Salma Nadiyah; Yoga Budhi Santoso; Atma Widia
INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All
Publisher : International Inclusion Development and Cooperation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/inclusion.v1i1.10

Abstract

The problem that is currently happening at SD Negeri Babakan 01 in South Tangerang City is that regular teachers at the school in educational services do not involve children with special needs directly so children with special needs who are in the class are not paid attention, coordination with special assistants for children with special needs also not well established, so it is difficult to exchange information about the condition of children with special needs specifically. The purpose of this study was to determine the perceptions and attitudes of elementary school class teachers as facilitators of inclusive education for children with special needs at SDN Babakan 01 in the city of South Tangerang. The method used in this research qualitative research with a descriptive method aimed at understanding social phenomena from the perspective of the participants (people from whom the data is taken). Based on the results of the study, it can be concluded that the perceptions and attitudes of elementary school classroom teachers as facilitators of inclusive education for children with special needs at SD Negeri Babakan 01, South Tangerang city are still not by the system or regulations in carrying out inclusive programs, because there is still a lack of knowledge of classroom teachers about the characteristics of children with special needs can make it difficult for classroom teachers to deliver teaching materials, hinder the learning process in the classroom, and hinder the acceptance of teaching materials delivered by classroom teachers to children with special needs, making it difficult to optimize the potential that exists in children with special needs.
The Effect of Rapid Automatic Naming on Reading Readiness for Children with Reading Difficulties in Elementary School Salma Nadiyah; Sunardi Tukimin; Budi Susetyo; Iding Tarsidi; Ranti Novianti; Fadly Halim Hutasuhut; Atma Widia
INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All
Publisher : International Inclusion Development and Cooperation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/inclusion.v1i1.14

Abstract

In addition to phonological deficit, children who have difficulty in reading can also have RAN (rapid automatic naming) deficit or both. RAN is a strong predictor of the cause of reading difficulties and is a characteristic of reading disability or dyslexia. This study aims to know the impact of the rapid automatic naming intervention on dyslexic students in elementary schools. The research uses a quantitative approach to the Single Subject Research (SSR) method of A-B-A design. We tested the effect of teaching rapid automatic naming on the ability to quickly name objects, color digits, and letters in 4 subjects who had almost the same reading difficulties at the same grade level. The results showed that the teaching of rapid automatic naming affected increasing children's speed in naming objects, colors, digits, and letters. The significant effect of the rapid automatic naming teaching intervention shows that understanding the principles of rapid automatic naming is beneficial for students with dyslexia. The four experimental subjects showed an increase in the speed of naming objects, colors, digits, and letters after the intervention.
Batari Training (Batik Gutta Tamarind and Ecoprinting) to Improve Vocational Skills of Learners at Anavah Homeschooling Anik Agustin; Bagas Setyo Ari Widodo; Danang Aji Prayogo; Elfrida Wijayanti; Lu’lu’atur Rizky Fajriyah; Rahmat Alfan Salsabil; Rokhima Tyas Briliatna; Sabila Pratiwi; Ranti Novianti; Ediyanto
Jurnal Pengabdian Masyarakat Formosa Vol. 2 No. 5 (2023): October 2023
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jpmf.v2i5.6061

Abstract

The gutta tamarind batik technique is a working technique that utilizes the tamarind seed spice plant as its medium.  While Ecoprinting is making textile products using natural materials as patterns and colors used on fabric media. The idea of this research comes from training for the application of the value of Batari Art (Batik Gutta Tamarin and Ecoprint) as a strategy to increase competitiveness and vocational skills at Anavah Homeschooling, the training in its implementation can be further refined to train vocational skills in arm muscle strength and motor skills of students when carrying out training activities. Based on the results of the training outcomes, it can be concluded that BATARI training can be used to increase arm muscle strength and motor skills of students at Anavah Homeschooling.
Instrument Development to Measure Teacher Attitudes toward Inclusive Education in Learning Technology Dimension Ediyanto Ediyanto; Risa Safira Ramadhani; Wiwik Dwi Hastuti; Ranti Novianti; Rizqi Fajar Pradipta
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 7, No 3 (2023): December 2023
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v7i3.78132

Abstract

Penelitian saat ini mengembangkan instrumen yang mengukur sikap seseorang terhadap teknologi pembelajaran dalam pendidikan inklusif. Hasilnya diharapkan menjadi cara untuk menciptakan lingkungan belajar yang dapat diterima oleh semua siswa. Instrumen ini dikembangkan dengan empat langkah metode penelitian dan pengembangan: pengumpulan informasi, perencanaan, pengembangan produk awal, dan validasi & revisi. Instrumen yang ada saat ini berisi 21 item yang dikelompokkan menjadi tiga komponen. Penentuan syarat ketiga komponen tersebut akan dilakukan pada penelitian selanjutnya. Temuannya menunjukkan bahwa instrumen terbukti reliabel dan valid. Instrumen ini menunjukkan bahwa salah satu cara untuk menciptakan lingkungan belajar yang dapat diterima oleh semua siswa adalah dengan mendirikan kelas dengan desain universal sehingga semua siswa memiliki akses fisik terhadap semua materi dan aktivitas tanpa anak mengalami kesulitan. Teknologi berperan penting bagi pendidikan sesuai dengan tujuan pembangunan berkelanjutan (SDGs) untuk menjawab tuntutan kepemimpinan dunia dalam mengatasi kesenjangan. 
Co-Authors Afifah, Aisyah Nisaul Ahmad Ahmad Aini, Sylvi Noor Ana Fatimatuzzahra Anarta, Raihan Nurani Andriani, Yulika Anggita Hemaylia Putri Anik Agustin Anna Akhirul Rokhmawati Ansandyu, Bihard Riz Arsanti, Syalia Nazhiyan Asep Fatoni Rizal Asep Sunandar Atma Widia Atma Widia Atmajaya, Silvia Azizah, Berlianti Apriliana Nur Bagas Setyo Ari Widodo Bagis, Inayah Nisrin Salim Billy, Bill Budi Susetyo Budi Susetyo Chusna, Mega Putriatul Citra Kurniawan Danang Aji Prayogo Dikdik Mantera Wiguna Dimas Arif Dewantoro Dirham Gumawang Andipurnama Earlyarini, Riyanda Putri Ediyanto Eka Yuli Astuti Elfrida Wijayanti Endang Redjeki Endang Rochyadi, Endang Fadly Halim Hutasuhut Fadly Halim Hutasuhut Fadly Halim Hutasuhut Faiqoh, Anisah Nurul Fajar Indra Septiana Farhan, Mochamad Fatimatuzzahra, Ana Firdiana, Ade Dian Gena Diniarti Halimah Halimah Hanif, Ellora Fauziyyah Hardika Hardika Hasanah, Khaeratul Helga Graciani Hidajat Hendri Abdul Qohar HERLIYANTI, ARINDA Hutasuhut, Fadly Halim Iding Tarsidi Imas Diana Aprilia Irvan, Muchamad Islamia, Siska Fedina Istianatusyahri, Dewi Jatiningsiwi, Tata Gading Jatmiko Wahyu Nugroho Joshua Juhanaini, Juhanaini Junaidi, Ahsan Romadlon Koestieni, Eny Latief Bustami Lu’lu’atur Rizky Fajriyah Marlina, Lini Meggy, Hendriano Mufadhilah, Nadia Diana Ummi Muhammad, Alfin Nur Musdayanti, Linda Tri Mustika, Argiasri Nadiyah, Salma Nirmala, Theresia Nur Anisa Nurdiani, Ani Palem, Angela Elsani Dian Paramytha Magdalena Sukarno Putri Pradipta, Rizqi Fajar Pratama, Azhar Purnamasari, Ica Putri, Karinda Devinta Putri, Nadia Ayu Amalia Rahma, Shafina Althafia Rahma, Zulfa Rahmat Alfan Salsabil Raissa Dwifandra Putri Ramdani, Robitul Umam Ridwan, Prinanda Gustarina Risa Safira Ramadhani Riswari, Fina Rizqianti, Nindya Ayu Rokhima Tyas Briliatna Sabila Pratiwi Salma Nadiyah Salma Nadiyah Salma Nadiyah Salsabila, Annisa Zahra Santoso, Yoga Budhi Sari, Wanda Kharisma Setyorini, Titis Siregar, Ernie C Sptian, Fajar Indra Sriyanti, Sisca Sunardi Tukimin Supriyono Supriyono Sushanty, Resty Susilawati, Sinta Yuni Syahida, Amaliya Syihabuddin, S. Teti Ratnawulan Tukimin, Sunardi Umi Safiul Ummah Valentina, Triya Viorella, Nanda Wibowo, Wahyu Setyo Wiwik Dwi Hastuti Yoga Budhi Santoso Yoga Budhi Santoso Yunus, Melor Md Zulkarnain Nasution