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<![CDATA[Kesehatan Reproduksi: Psikoedukasi Remaja Disabilitas ]]>
<![CDATA[Ramadansur, Rahmat]]>;
<![CDATA[Hasanah, Nisaul]]>;
<![CDATA[Novembli, Meta Silfia]]>
<![CDATA[ JPPKh Lectura: Jurnal Pengabdian Pendidikan Khusus Vol. 2 No. 1 (2024): JPPKh Lectura: Jurnal Pengabdian Pendidikan Khusus ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/jppkhlectura.v2i1.20495
<![CDATA[Remaja mengalami perubahan dalam fisik seperti perkembangan seks sekunder dan organ reproduksi. Remaja mulai tertarik dengan seksualitasnya dan memiliki perhatian terhadap lawan jenis. Perubahan tersebut tidak hanya terjadi pada remaja pada umumnya, tetapi remaja disabilitas juga mengalami hal yang serupa. Remaja disabilitas membutuhkan pengetahuan terkait dengan pengalaman seksualnya dan kesehatan reproduksi, tapi kenyataannya pengetahuan remaja disabilitas masih sangat kurang sehingga tak jarang mereka mendapatkan kekerasan seksual. Di SLB Melati guru melaporkan bahwa siswa-siswi mereka belum paham cara melindungi diri dari pelecehan seksual dan kesehatan reproduksi. Lebih lanjut, jumlah siswa-siswi di SLB Melati yang rata-rata sudah memasuki usia remaja menjadi perhatian bagi sekolah untuk pemberian edukasi terkait seksualitas mereka. Maka dari itu, penting untuk memberikan psikoedukasi kepada remaja disabilitas di SLB Melati untuk meningkatkan kesadaran kesehatan reproduksi. Hasil kegiatan menunjukkan bahwa terdapat peningkatan pengetahuan peserta sebesar 46,5% setelah kegiatan dilakukan.]]>
<![CDATA[Edukasi Usaha Variasi Sepeda Motor Bagi Anak Berkebutuhan Khusus ]]>
<![CDATA[Maulana, Fajar]]>;
<![CDATA[Ustafiano, Bintha]]>;
<![CDATA[Hasanah, Nisaul]]>;
<![CDATA[Novembli, Meta Silfia]]>
<![CDATA[ JPPKh Lectura: Jurnal Pengabdian Pendidikan Khusus Vol. 2 No. 1 (2024): JPPKh Lectura: Jurnal Pengabdian Pendidikan Khusus ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/jppkhlectura.v2i1.20721
<![CDATA[Usaha variasi sepeda motor memiliki peluang yang cukup besar dan memiliki banyak peminat bagi pengguna sepeda motor. Salah satu usaha pada variasi sepeda motor adalah kustom, askesoris, reparasi ban dan jok, modifikasi lampu, cutting stiker dan lainnya. Pengerjaan variasi sepeda motor tidak memerlukan banyak kemampuan berpikir, sehingga cocok bagi anak berkebutuhan khusus. Namun, permasalahan yang terjadi di SLB Negeri Pembina adalah kurangnya jumlah guru dan pemahaman guru mengenai variasi sepeda motor yang sedang banyak diminati oleh setiap kalangan masyarakat sehingga pihak sekolah tidak memberikan keterampilan tersebut kepada siswa-siswinya. Oleh karena itu, diperlukan pemberikan edukasi mengenai usaha variasi sepeda motor dan praktek pengerjaan variasi sepeda motor. Dengan pemberian edukasi ini diharapkan siswa-siswi di SLB Negeri Pembina memiliki keterampilan baru dan dapat berdaya secara ekonomi setelah menyelesaikan pendidikannya]]>
<![CDATA[Self-Efficacy: Readiness of Teachers in Inclusive Schools ]]>
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Novembli, Meta Silfia]]>;
<![CDATA[Hasanah, Nisaul]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i3.5354
<![CDATA[Inclusive education involves ensuring that all students, including those with disabilities, have access to and participate fully in their educational environment as a fundamental right. Central to this is the concept of teacher self-efficacy, which refers to a teacher's belief in their ability to effectively instruct diverse learners. Teachers with high self-efficacy are more likely to approach disabilities with a positive and inclusive mindset, whereas those with lower self-efficacy often demonstrate less inclusive attitudes. This study aimed to assess whether teachers in inclusive primary schools possess the self-efficacy needed to effectively teach students with disabilities. A descriptive and quantitative methodology was employed, involving all 40 teachers within the study. Findings revealed that teachers in inclusive elementary schools tend to exhibit lower self-efficacy when addressing disabilities outside their area of expertise. Across various self-efficacy dimensions—such as inclusive teaching, collaboration, and behavior management—teachers were generally rated as moderate, regardless of the extent of direct interaction with students with disabilities. The results indicate a need for targeted professional development and training to enhance teachers' ability to support students with disabilities more effectively.]]>
<![CDATA[Transformasi Sikap dan Pemahaman Guru terhadap Siswa Disabilitas Melalui Pelatihan Pendidikan Inklusi ]]>
<![CDATA[Novembli, Meta Silfia]]>;
<![CDATA[Hasanah, Nisaul]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 57 No 3 (2024): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![CDATA[Inclusive education is organized so that all children, including children with disabilities, get quality education opportunities and services. However, the implementation of inclusive education raises several problems, one of which is teachers who do not understand inclusive education and disabilities, so they have difficulty accepting students with disabilities and managing classes well. This study aims to analyze the effect of inclusive education training on improving teachers' knowledge and attitudes in teaching students with disabilities. The methodology in this study used an experimental method with a one-group pretest-posttest design, which obtained a sample of 19 teachers. The data collection method was a closed questionnaire with an adapted and modified teacher attitude instrument and a teacher knowledge instrument compiled by the researcher based on the Inclusive Education Implementation Guide and the Inclusive Education Implementation Pocket Book in Elementary Schools. The analysis method used Wilcoxon, showing differences in teachers' knowledge and attitudes towards students with disabilities before and after being given inclusive education training. This study implies that teachers can apply more inclusive learning steps and recognize the characteristics of children with special needs. Thus, it can be concluded that inclusive education training can improve teachers' knowledge and positive attitudes in teaching students with disabilities.]]>
<![CDATA[Subjective well-being examined from sincerity and gratitude among cleaning service personnel ]]>
<![CDATA[Hasanah, Nisaul]]>;
<![CDATA[Novembli, Meta Silfia]]>;
<![CDATA[Iskandar, Puteri Qohimah Hanum]]>;
<![CDATA[Sindiasari, Dita]]>
<![CDATA[ Empathy : Jurnal Fakultas Psikologi Vol. 6 No. 2 (2023): [Edisi Desember] EMPATHY Jurnal Fakultas Psikologi ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/empathy.v6i2.26109
<![CDATA[Cleaning service roles hold a low position within an employment institution. Low wages evoke negative feelings, job dissatisfaction, and disappointment, which are characteristics of individuals with low subjective well-being. Sincerity and gratitude are among the factors that can influence subjective well-being. This study aims to determine if there is a relationship between sincerity and gratitude concerning the subjective well-being of cleaning service personnel. This research is quantitative, utilizing scales for sincerity, gratitude, and subjective well-being. The population comprises cleaning service personnel at the Indonesian Islamic University, with a sample size of 52 individuals chosen through random sampling. The findings indicate that there is no association between sincerity and gratitude concerning subjective well-being among cleaning service personnel. Additionally, no correlation was found between sincerity and subjective well-being, nor between gratitude and subjective well-being. The study concludes that the level of sincerity and gratitude does not impact the level of subjective well-being among cleaning service personnel.]]>
<![CDATA[Menjelajahi Kesejahteraan Orang Tua: Dukungan & Koping di Balik Disabilitas Fisik Anak ]]>
<![CDATA[Hasanah, Nisaul]]>;
<![CDATA[Novembli, Meta Silfia]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Fitriani, Dina]]>;
<![CDATA[Hartati, Peby Tri]]>
<![CDATA[ Journal of Special Education Lectura Vol. 3 No. 1 (2025): JSE Lectura: Journal of Special Education ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/3zw1c435
<![CDATA[Penelitian ini menganalisis faktor-faktor yang memengaruhi kesejahteraan psikologis orang tua dengan anak disabilitas fisik berat di Kota Pekanbaru, Riau. Sebanyak 50 orang tua berpartisipasi dalam survei menggunakan skala terstandarisasi untuk mengukur kesejahteraan psikologis (PWB), dukungan sosial (MSPSS), strategi coping (Brief COPE Inventory), serta karakteristik disabilitas anak dan demografi. Hasil analisis regresi berganda menunjukkan bahwa dukungan sosial (β=0.48, p<0.001) dan strategi coping adaptif (β=0.35, p=0.002) adalah prediktor positif paling signifikan terhadap kesejahteraan psikologis orang tua. Menariknya, tingkat keparahan disabilitas anak serta faktor demografi (pendidikan dan pendapatan) tidak signifikan dalam model prediksi ini. Temuan ini menekankan pentingnya intervensi yang berfokus pada penguatan jejaring dukungan sosial dan pengembangan keterampilan coping yang adaptif untuk meningkatkan kesejahteraan psikologis orang tua ABK fisik berat. Penelitian ini merekomendasikan program dukungan berbasis komunitas dan pelatihan psikologis untuk keluarga ABK di Indonesia.]]>
<![CDATA[Peningkatan Kualitas Hidup Penyandang Disabilitas melalui Program Pelatihan Keterampilan dan Pendampingan Sosial ]]>
<![CDATA[Hasanah, Nisaul]]>;
<![CDATA[Novembli, Meta Silfia]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Fitriani, Dina]]>;
<![CDATA[Hartati, Peby Tri]]>
<![CDATA[ JPPKh Lectura: Jurnal Pengabdian Pendidikan Khusus Vol. 3 No. 1 (2025): JPPKh Lectura: Jurnal Pengabdian Pendidikan Khusus ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/05z5fz18
<![CDATA[Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kesadaran dan pemahaman masyarakat terhadap isu disabilitas melalui pendekatan edukasi partisipatif. Program dilaksanakan di Kota Pekanbaru, yang ditandai dengan minimnya pemahaman warga tentang hak dan interaksi yang tepat dengan penyandang disabilitas. Menggunakan metode Participatory Action Research (PAR), kegiatan meliputi pelatihan, simulasi empati, dan diskusi kelompok yang melibatkan berbagai elemen masyarakat. Hasil evaluasi menunjukkan peningkatan signifikan dalam aspek pengetahuan (dari 38% menjadi 87%) dan sikap positif terhadap penyandang disabilitas (dari 42% menjadi 90%). Selain itu, warga mulai melakukan tindakan nyata seperti perbaikan aksesibilitas dan perubahan norma sosial dalam penggunaan istilah yang lebih inklusif. Program ini membuktikan bahwa pendekatan berbasis pengalaman dan keterlibatan langsung efektif dalam membentuk budaya masyarakat yang lebih empatik dan inklusif. Kegiatan ini diharapkan dapat direplikasi di komunitas lain sebagai model pemberdayaan sosial yang berkelanjutan.]]>
<![CDATA[The effectiveness of universal design for learning (UDL)-based counselling guidance programs on the social-emotional readiness of early childhood children to elementary school early childhood children for elementary school ]]>
<![CDATA[Sean Marta Efastri]]>;
<![CDATA[Novembli, Meta Silfia]]>;
<![CDATA[Suharni]]>;
<![CDATA[Devi Afriyuni Yonanda]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v14i5.p768-779
<![CDATA[Social-emotional readiness constitutes a fundamental prerequisite for the successful transition of early childhood children to elementary school. The inherent limitations of conventional guidance and counselling approaches in accommodating the diverse learning profiles of children trigger the need for a more inclusive intervention model. This research examined the effectiveness of a counselling guidance program based on Universal Design for Learning (UDL) in enhancing children's social-emotional readiness. The study employed a one-group pre-test and post-test design with 30 children aged 5-6 years as subjects. The UDL intervention was implemented over 12 sessions, focusing on the three principles: Representation, Action and Expression, and Engagement. Social-emotional readiness was measured using the Social-Emotional Readiness Scale (SKSE) completed by teachers and the Child Behaviour Observation Sheet (LOPA). Data analysis was conducted using the Paired Samples t-test and the effect size calculation (Cohen's d). The t-test results showed a statistically highly significant increase in scores for both instruments (SKSE: t (29) = 9.22, p<0.001; LOPA: t (29) = 11.55, p<0.001). The effect size (Cohen's d) was considerable (SKSE: d=1.95; LOPA: d=2.44), indicating a substantial practical impact of the intervention. This significant improvement confirms that the UDL-based counselling guidance program, through its multimodal flexibility, effectively enhances emotional regulation and pro-social behaviour in early childhood children. The practical implication of this finding is that the UDL-based counselling model can be adopted as an inclusive, standard intervention framework to prepare children for the diverse demands of the elementary school environment.]]>
<![CDATA[Pedagogical Challenges and Impacts of the Merdeka Curriculum for Students with Special Needs ]]>
<![CDATA[Novembli, Meta Silfia]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Hasanah, Nisaul]]>;
<![CDATA[Fitriani, Dina]]>;
<![CDATA[Hartati, Peby Tri]]>
<![CDATA[ International Journal of Pedagogy Vol. 3 No. 2 (2025): International Journal of Pedagogy ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/vep8h402
<![CDATA[This study explores the challenges and impacts of the Merdeka Curriculum implementation in Special Needs Schools (SLB) in Pekanbaru on students with special needs. Using a quantitative survey method with a total sampling approach involving SLB teachers in Pekanbaru (n45), data was collected through questionnaires, interviews, and documentation. The analysis utilized Descriptive Statistics and Qualitative data analysis was conducted on interview transcripts and documents. The research results indicate significant challenges in teacher readiness (65% need more training, 25% low), availability of resources and infrastructure (70% minimal), and curriculum and assessment adaptation (60% difficulty in adaptation, 55% difficulty in assessment), with most falling into the "Moderate" to "High" categories. Nevertheless, the Merdeka Curriculum shows a positive impact on social development (65% increase in communication and participation) and student engagement (70% increase in motivation and active participation) which are in the "Moderate" to "High" categories. However, students' academic development is still limited to the "Moderate" category. This study highlights the need for more specific teacher training, provision of adequate resources, and targeted curriculum adaptation strategies to optimize the potential of the Merdeka Curriculum in supporting inclusive education in SLB.]]>
<![CDATA[Pemanfaatan Kecerdasan Buatan dalam Konstruksi Bahan Ajar: Studi Implementasi Program Kemitraan Masyarakat ]]>
<![CDATA[Herdi]]>;
<![CDATA[Syaifullah]]>;
<![CDATA[Novembli, Meta Silfia]]>;
<![CDATA[Ahmad, Arif]]>
<![CDATA[ PEKAT: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2026): April ]]>
Publisher : <![CDATA[Puslitbang Sinergis Asa Professional ]]>
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DOI: 10.37148/pekat.v5i1.92
<![CDATA[The Community Service Program (PkM) aims to evaluate the effectiveness of artificial intelligence (AI) in the development of teaching materials by teachers. The background of this program is the demand for educational transformation in the digital era, which requires teachers to have adequate digital literacy. The implementation of PkM adopts a practice-based training approach, combining intensive face-to-face sessions with online monitoring through WhatsApp groups. The effectiveness of the program is measured by comparing pre-test and post-test scores, as well as qualitative data analysis from participant observations and discussions. The results of the activity show a significant increase in teachers' knowledge and skills, as evidenced by an increase in scores from the pre-test to the post-test. ChatGPT proved to be effective in facilitating the development of ideas and teaching material frameworks, while Quillbot contributed greatly to improving text quality. In addition, online monitoring revealed teachers' initiatives to explore other applications such as Canva and the formation of strong collaboration among participants. Overall, this program not only succeeded in improving teachers' technical abilities but also built awareness of the importance of technology integration as an integral part of learning strategies. The conclusion of this activity is that the integration of AI in teacher training is effective in improving teaching quality and supporting teachers' professionalism in a sustainable manner.]]>
