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All Journal Jurnal Dedikasi JPMS (Jurnal Pendidikan Matematika dan Sains) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Penelitian Pendidikan Jurnal Unik: Pendidikan Luar Biasa Journal of ICSAR Jurnal Pendidikan (Teori dan Praktik) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama KOLOKIUM: Jurnal Pendidikan Luar Sekolah Edunesia : jurnal Ilmiah Pendidikan Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Pendidikan Terapan Proceeding of International Conference on Special Education in South East Asia Region Curricula: Journal of Curriculum Development Inovasi Kurikulum
Hernawati, Tati
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Development of a User-Centered "Dini Talk" Alternative Communication System to Support Functional Communication in Children with Cerebral Palsy Elly Maulina; Cece Rakhmat; Tati Hernawati; Fitri Maulidazani; Salsabila Haliqa; Muthia Syafril; Winda Safarina
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, April 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p75-81

Abstract

Children with cerebral palsy often face communication barriers caused by motor and speech impairments, which limit their participation in classroom activities and daily interaction. Although Augmentative and Alternative Communication (AAC) systems are widely used, many available devices are not sufficiently adapted to users’ motor abilities and educational needs. This study aimed to develop and evaluate DiniTalk, a user-centered AAC system designed to support functional communication in a child with cerebral palsy in an educational setting. The study used a field-based research and development design adapted from the ADDIE model. Data were collected through observation, interviews, and documentation, and were analyzed qualitatively. DiniTalk was designed as a low-cost AAC device with large accessible buttons and auditory output to accommodate motor limitations. The findings showed that the child’s AAC performance improved from 22% in the initial session to 88% in the final session, indicating increased communicative independence and more effective device use. These findings suggest that accessibility-driven AAC design can support functional communication and serve as an instructional aid in special and inclusive education.
Interactive digital modules and teachers' understanding of autistic students' reproductive health Oom Sitti Homdijah; Nita Nitiya Intan Tanbrin; Tati Hernawati; Een Ratnengsih; Budi Susetyo; Ranti Nur Fathiah; Revilia Tri Oktaviani; Natasya Silvia Putri
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i4.218

Abstract

Reproductive health education presents significant challenges for autistic students due to communication barriers and the abstract nature of the topic, which often requires specialized learning media to ensure understanding. This study aims to evaluate the effectiveness of interactive digital modules in improving Sekolah Luar Biasa (SLB) teachers' experience and competence in delivering reproductive health materials to autistic students. Using a quasi-experimental, one-group, pre-test and post-test design, this study involved 18 teachers from SLBN Mutiara Bahari Sukabumi. Participants follow a structured mentoring program that uses digital modules integrating visual simulations, interactive elements, and clear audio explanations to simplify complex concepts. The results showed a statistically significant increase in teacher competence, evidenced by a substantial increase in the average comprehension score from pre-test to post-test. The improvement is very evident in key aspects such as understanding body boundaries, managing puberty changes, and implementing autism-friendly pedagogical strategies. This study concludes that interactive digital modules are an effective tool for bridging the teacher competency gap, facilitating the delivery of sensitive health topics in a concrete and structured manner.   Abstrak Pendidikan kesehatan reproduksi menghadirkan tantangan signifikan bagi murid autis karena hambatan komunikasi dan sifat topik yang abstrak, yang sering kali memerlukan penggunaan media pembelajaran khusus untuk memastikan pemahaman. Penelitian ini bertujuan untuk mengevaluasi efektivitas modul digital interaktif dalam meningkatkan pemahaman dan kompetensi guru Sekolah Luar Biasa (SLB) dalam menyampaikan materi kesehatan reproduksi kepada murid autis. Menggunakan desain kuasi-eksperimental dengan pendekatan pre-test dan post-test satu kelompok, penelitian ini melibatkan 18 guru dari SLBN Mutiara Bahari Sukabumi. Peserta mengikuti program pendampingan terstruktur menggunakan modul digital yang mengintegrasikan simulasi visual, elemen interaktif, dan penjelasan audio yang jelas untuk menyederhanakan konsep yang kompleks. Hasil penelitian menunjukkan peningkatan signifikan secara statistik dalam kompetensi guru, yang dibuktikan dengan kenaikan nyata pada skor rata-rata pemahaman dari pre-test ke post-test. Peningkatan terlihat sangat jelas pada aspek-aspek kunci seperti pemahaman batasan tubuh, manajemen perubahan masa pubertas, dan penerapan strategi pedagogis yang ramah autis. Studi ini menyimpulkan bahwa modul digital interaktif merupakan alat yang sangat efektif untuk menjembatani kesenjangan kompetensi guru, memfasilitasi penyampaian topik kesehatan sensitif secara konkret dan terstruktur. Kata Kunci: guru pendidikan khusus; kesehatan reproduksi; kompetensi guru; modul digital interaktif; murid autis
Improving teachers’ understanding of reproductive health and sexuality education in special schools Tati Hernawati; Tarishah Aulia; Wina Tri Saptari; Arif Prawira; Zulfa Rahmah Effendi; Prinanda Gustarin Ridwan; Euis Heryati; Agus Irawan Sensus; Imas Diana Aprilia; Fitri Mulyani
Inovasi Kurikulum Vol. 21 No. 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75622

Abstract

The inability to achieve complete independence in students with special needs has the potential to make this group vulnerable to problems, including reproductive health and sexuality problems. These problems are suspected to be due to the lack of understanding and perception of teachers in the concept and implementation of reproductive health and sexuality education in Special Schools (SLB). This study was conducted to see teachers' understanding of reproductive health and sexuality education for students with special needs. Using a quantitative approach with a one-group pretest-posttest design, this study involved 15 teachers from six SLBs in Bandung City who were selected using the purposive sampling method. The data obtained were analyzed using the Wilcoxon Signed-Rank Test. The results of the study showed a significant increase in the average score, indicating that the efforts made could improve teachers' understanding of reproductive health and sexuality education. Teachers felt more prepared to deal with the problems of students with special needs regarding reproductive health and sexuality after participating in competency refresher courses by participating in training or discussions. Training and discussions that are planned systematically, sustainably, and comprehensively can improve teacher competence and, more broadly, can improve the quality of reproductive health and sexuality education in SLB.   Abstrak Ketidakmampuan pencapaian kemandirian secara utuh pada peserta didik berkebutuhan khusus berpotensi membuat kelompok ini rentan terhadap masalah, termasuk masalah kesehatan reproduksi dan seksualitas. Permasalahan tersebut disinyalir karena adanya kekurangpahaman dan persepsi guru dalam tataran konsep dan implementasi pendidikan kesehatan reproduksi dan seksualitas di Sekolah Luar Biasa (SLB). Penelitian ini dilakukan untuk melihat pemahaman guru terhadap pendidikan kesehatan reproduksi dan seksualitas untuk peserta didik berkebutuhan khusus. Menggunakan pendekatan kuantitatif dengan one group pretest -posttest design, penelitian ini melibatkan 15 guru dari enam SLB di Kota Bandung yang dipilih dengan metode purposive sampling. Data yang diperoleh dianalisis dengan uji Wilcoxon Signed-Rank Test. Hasil penelitian menunjukan peningkatan rata-rata skor secara signifikan yang menunjukkan bahwa upaya yang dilakukan dapat meningkatkan pemahaman guru terhadap pendidikan kesehatan reproduksi dan seksualitas. Guru merasa lebih siap untuk menghadapi permasalahan peserta didik berkebutuhan khusus mengenai kesehatan reproduksi dan seksualitas setelah mengikuti penyegaran kompetensi dengan mengikuti pelatihan atau diskusi. Pelatihan dan diskusi yang direncanakan dengan sistematis, berkelanjutan, dan komprehensif dapat meningkatkan kompetensi guru dan secara lebih luas dapat meningkatkan kualitas pendidikan kesehatan reproduksi dan seksualitas di SLB.
Interactive Multimedia for Basic Pencak Silat Skills of Deaf Students in Extracurricular Activities Camila Zesi Salsabil; Budi Susetyo; Tati Hernawati; Iding Tarsidi
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1314

Abstract

Purpose: This study examined whether interactive multimedia could improve basic pencak silat skills among deaf students during extracurricular activities at SLBN 2 Pariaman, Indonesia. Methods: A quantitative Single Subject Research (SSR) approach with an A–B–A design was used. Two Grade VIII deaf students participated. The intervention combined demonstration videos, animations, visual illustrations, written instructions, and sign-supported explanations. Data were collected through structured observation, performance assessment, and documentation, and were examined using visual analysis of level, trend, stability, and overlap. Findings: Both students showed a clear increase in performance during the six intervention meetings. Student R increased from 36.78% at A1 to 96.66% at the final intervention meeting, while Student I increased from 37.35% to 95.00%. The A2 scores remained at 96.66% for R and 95.00% for I. All intervention scores were above the reported A1 scores; based on the available data, the percentage of non-overlapping intervention data was 100% for both students. Conclusion: The findings indicate that interactive multimedia supported the acquisition and retention of basic pencak silat skills in these two students. The result should be interpreted within the limits of the small sample and the limited number of baseline observations reported in the manuscript. Implications: The study provides a practical example of how visually accessible multimedia can be incorporated into extracurricular physical activity for deaf learners.
Kebutuhan komunikasi anak-anak tunarungu dalam lingkungan sosial: Perspektif individu dengan pendengaran normal. Prinanda Gustarina Ridwan; Tati Hernawati; Ana Fatimatuzzahra; Aini Qurotullain; Zulfa Rahmah Effendi; Reighina Faridah Solihah; Sarmita Anatasya; Shofiyyah Ilma Nafisah Sakha
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.828

Abstract

Communication is a fundamental need that shapes children's cognitive, social, and academic development, yet deaf children often face communication barriers because most interactions in their environment rely on spoken language. These barriers depend not only on the child's abilities but also on the readiness of the hearing individuals around them, including parents, teachers, and community members. Communication support for deaf children has commonly been designed around the child alone, with limited attention to the communication needs of the hearing environment. This study aimed to identify sign language communication needs within deaf children's social environments from the perspective of hearing individuals to inform the development of more inclusive communication support. The study used a qualitative needs-assessment design and involved parents, teachers, special education students, and community members selected through purposive sampling. Data were collected through in-depth interviews, focus group discussions, and observations, then analyzed thematically with triangulation. The findings show that communication barriers arise from the interaction between children's communication characteristics and environmental readiness, and identify five interrelated needs: sign language proficiency, visual communication elements, visual media, adaptive strategies, and broader environmental support.
Policy Implementation and Institutional Readiness for Inclusive Education: An Explanatory Sequential Mixed-Methods Case Study in an Integrated School Setting Putri, Rizki Nadya; Susetyo, Budi; Tarsidi, Iding; Hernawati, Tati
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i3.31747

Abstract

Inclusive education depends on whether policy commitments are translated into accessible environments, responsive instruction, coordinated support, and institutional learning. This study examined inclusive policy implementation and the institutional conditions supporting its continuity in one integrated school in Bandung Regency, Indonesia, using an explanatory sequential mixed-methods case-study design. The quantitative phase used structured observation and document review to assess ten policy indicators on a four-point implementation scale; the qualitative phase then used semi-structured interviews with four key staff informants representing leadership, curriculum coordination, individualized education planning, and special-needs support to explain the observed profile. The diagnostic sum was 38/40, equivalent to 95% of the maximum possible checklist score rather than a population-validated implementation percentage. Eight indicators received 4/4, while professional development and monitoring and evaluation each received 3/4. Reflexive thematic analysis identified leadership commitment, IEP-based coordination, stakeholder collaboration, and routine reflection as mechanisms supporting implementation, alongside limited specialist capacity and incomplete standardization of professional learning and evaluation. Institutional readiness is therefore treated as an integrated interpretive construct inferred from the relationship between implementation evidence and organizational capacity, not as a separately validated measure. The study contributes a fine-grained, context-bounded account of how formal policy arrangements interact with professional, relational, and evidence-use mechanisms within a single integrated-school setting.
Kolka Application for Enhancing SPOK Sentence Construction in Deaf Students Amalia Fauziah Hermawan; Tati Hernawati; Cece Rakhmat; Een Ratnengsih; Fakhrizal Fadhillah Bagheri
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1766

Abstract

This study aimed to develop and evaluate the KOLKA (Kolom Kata) application as a digital learning medium for improving SPOK (Subject, Predicate, Object, and Adverbial) sentence construction among deaf students. The study employed a mixed-methods approach with a sequential exploratory design. Six deaf students at SLB BC YPLAB Cibaduyut participated in the study. Qualitative data were collected through observation, interviews, and documentation, while quantitative data were obtained using a one-group pretest-posttest design. Data were analyzed using the Content Validity Ratio (CVR), Aiken’s V, Cronbach’s Alpha, and the Wilcoxon Signed-Rank Test. The results showed very high instrument validity (CVR > 0.99), good reliability (Cronbach’s Alpha = 0.76), and high feasibility of the KOLKA application (Aiken’s V > 0.94). Students’ mean scores increased from 44.16 on the pretest to 85.83 on the posttest, with a significant difference (p = 0.026). The findings indicate that KOLKA provides promising support for visual-based sentence learning among deaf students.
Co-Authors Agus Irawan Sensus Aini Qurotullain Akhlan, Riksma Nurahmi Rinalti Amalia Fauziah Hermawan Ana Fatimatuzzahra Arif Prawira Bela, Muhammad Rafi Wirdan Assyakir Tandu Budi Susetyo Budi Susetyo Budi, Setia Camila Zesi Salsabil Damayanti, Fika Dedy Kurniadi Dudi Gunawan, Dudi E. Ehan Ehan, Ehan Elly Maulina Elsa Efrina Endang Rochyadi, Endang Euis, Heryati Fajarwati, Nur Tyara Fajrin, Syarah Aini Fakhrizal Fadhillah Bagheri Fitri Maulidazani Fitri Mulyani Homdijah, Oom Sitti Iding Tarsidi Imas Diana Aprilia Juhanaini, Juhanaini Misdayani, Misdayani Muthia Syafril Natalia Veronica Natasya Silvia Putri Nenden Ineu Herawati, Nenden Ineu Nita Nitiya Intan Tanbrin Njen, Usep Nurkholifah, Dira Rosalia Prinanda Gustarin Ridwan Prinanda Gustarina Ridwan Putri, Lamina Amalia Putri, Rizki Nadya Rahmahtrisilvia Rahmahtrisilvia Rahmat, Cece Rakhmat, Cece Ranti Nur Fathiah Ratnengsih, Een Reighina Faridah Solihah Revilia Tri Oktaviani Riksma Nurahmi Akhlan Rina Maryanti RIZQITA, ALYA JILAN Rusyani, Endang S Sunardi Salsabila Haliqa Sarmita Anatasya Sharaswati, Mutiara Shofiyyah Ilma Nafisah Sakha Tarishah Aulia Tjutju Soendari Wibowo, Setyo Wahju Wina Tri Saptari Winarti, Weni Winda Safarina Yoga Budhi Santoso Yoga Hadia Sukma Zulfa Rahmah Effendi