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Literasi Siswa Penyandang Disabilitas Rungu di Kelas Inklusif Novialassafitri, Sibi Dyah; Wijiastuti, Asri; Yuliyati, Yuliyati; Ardianingsih, Febrita; Ainin, Ima Kurrotun; Ashar, Muhammad Nurul
JPI (Jurnal Pendidikan Inklusi) Vol 4, No 2
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v4n2.p113-125

Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Abstrak Siswa penyandang disabilitas rungu di kelas inklusif membutuhkan waktu untuk mengeksplorasi kegiatan membaca, menulis, dan berceritera sebagai upaya mengembangkan literasi dan menunjang keberhasilan mencapai hasil belajar yang optimal. Penulisan artikel bertujuan melakukan tinjauan mendalam hasil temuan terdahulu dan melakukan analisis diskriptif kajian literasi penyandang disabilitas rungu. Desain penelitian menggunakan literature review dengan analisis diskriptif. Penelusuran artikel melalui publikasi google, google cholar, research gate, ERIC dengan kata kunci literasi, inklusi dan penyandang disabilitas rungu dengan rentang tahun 2000 sampai dengan 2020 yang dapat diakses fulltext dengan format pdf. Artikel yang terkait dengan literasi siswa penyandang rungu di kelas inklusif ditemukan sejumlah 35 artikel, selanjutnya dikaji dan dianalisis. Hasil penelitian menggambarkan literasi di kelas inklusif ditentukan oleh keterampilan literasi siswa penyandang disabilitas rungu, strategi pembelajaran di kelas inklusif dan dukungan teknologi. Simpulan keterampilan literasi menjadi faktor kunci siswa penyandang disabilitas rungu berpartisipasi aktif di kelas inklusif.Kata Kunci: Siswa Penyandang Disabilitas Rungu, Kelas Inklusi, Keterampilan Literasi, Teknologi .Â AbstractStudent with hearing hard in inclusive classrooms need more time to explore reading, writing and storytelling activities as an effort literacy skill and support achieving optimal learning outcomes. The aim of article writing is an in-depth review of previous finding and a descriptive analysis of relevant study focus on students with hard hearing literacy skill. The research design used a literature review with descriptive analysis. Articles searching through Google, Google scholar, research gate, ERIC with the keywords literacy, inclusive and students with hard hearing ranging from 2000 to 2020 which accessed in full text in pdf format. A total of 35 articles related literacy and deafness were identified, examined and analysis. Result indicated that literacy in inclusive classroom depend on literacy skill of students with hard hearing, instruction strategies in inclusive classroom and technology support. Conclusion is literacy skill is a key factor for students with hard hearing to actively participate in inclusive classroom. Consequently to increasing the quantity and improving research quality in the field is recommended.Keywords: Students with hard of hearing, inclusive classroom, literacy skill, technology

Inclusive Education in Higher Education: The Perspective of Lecturer Ashar, Muhammad Nurul; Wijiastuti, Asri; Ainin, Ima Kurrotun; Evans, David
Journal of ICSAR Vol 7, No 2 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p262

This study examined lecturers' perspectives regarding the practice of inclusive education. The quantitative study design with survey was applied. Respondents were selected through purposive sampling technique. A total of 30 lecturers who teach students with disabilities from one university were selected to complete the online survey. The survey questions were developed based on the concept of inclusive education’s implementation that have gone through a validity and reliability testing. Data were analyzed using simple statistics by calculating the percentage. Findings on the curriculum show that the majority of lecturers support the adoption and flexibility on curriculum. Similarly, they support the regulation and management themes as well as the support system, albeit improvements are required. Meanwhile, on the collaboration theme, majority of them showed an optimistic responses. Findings from this should enforce the continuous improvement on inclusive education practice in higher education.

Special School vs Mainstream School: Parents’ Perspective on School Choice for Students with Disabilities Sujarwanto, Sujarwanto; Ashar, Muhammad Nurul; Purwoko, Budi; Ardianingsih, Febrita
Journal of ICSAR Vol 7, No 2 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p280

This study aimed to discover the experience of choosing a school among parents of children with disabilities in Indonesia and found out their opinion about the current school placement of their children. This study applied the quantitative -survey study Data were collected using a questionnaire. Parents from one mainstream school and one special school in Indonesia completed the questionnaire. Results from the questionnaire were analyzed manually. This study revealed that parents from the mainstream school were influenced by mixed factors, compared to parents from the special school, which mainly based on the instrumental-academic perspective. Regarding key persons, parents in the mainstream and special school were majorly making their own decision or supported by family. It is also found that parents were satisfied with the current school placement, even though the process of choosing school is not easy. Some suggestions for practice and further study are also discussed.

Literasi Siswa Penyandang Disabilitas Rungu di Kelas Inklusif Novialassafitri, Sibi Dyah; Wijiastuti, Asri; Yuliyati, Yuliyati; Ardianingsih, Febrita; Ainin, Ima Kurrotun; Ashar, Muhammad Nurul
JPI (Jurnal Pendidikan Inklusi) Vol. 4 No. 2 (2020)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v4n2.p113-125

Abstrak Siswa penyandang disabilitas rungu di kelas inklusif membutuhkan waktu untuk mengeksplorasi kegiatan membaca, menulis, dan berceritera sebagai upaya mengembangkan literasi dan menunjang keberhasilan mencapai hasil belajar yang optimal. Penulisan artikel bertujuan melakukan tinjauan mendalam hasil temuan terdahulu dan melakukan analisis diskriptif kajian literasi penyandang disabilitas rungu. Desain penelitian menggunakan literature review dengan analisis diskriptif. Penelusuran artikel melalui publikasi google, google cholar, research gate, ERIC dengan kata kunci literasi, inklusi dan penyandang disabilitas rungu dengan rentang tahun 2000 sampai dengan 2020 yang dapat diakses fulltext dengan format pdf. Artikel yang terkait dengan literasi siswa penyandang rungu di kelas inklusif ditemukan sejumlah 35 artikel, selanjutnya dikaji dan dianalisis. Hasil penelitian menggambarkan literasi di kelas inklusif ditentukan oleh keterampilan literasi siswa penyandang disabilitas rungu, strategi pembelajaran di kelas inklusif dan dukungan teknologi. Simpulan keterampilan literasi menjadi faktor kunci siswa penyandang disabilitas rungu berpartisipasi aktif di kelas inklusif.Kata Kunci: Siswa Penyandang Disabilitas Rungu, Kelas Inklusi, Keterampilan Literasi, Teknologi . AbstractStudent with hearing hard in inclusive classrooms need more time to explore reading, writing and storytelling activities as an effort literacy skill and support achieving optimal learning outcomes. The aim of article writing is an in-depth review of previous finding and a descriptive analysis of relevant study focus on students with hard hearing literacy skill. The research design used a literature review with descriptive analysis. Articles searching through Google, Google scholar, research gate, ERIC with the keywords literacy, inclusive and students with hard hearing ranging from 2000 to 2020 which accessed in full text in pdf format. A total of 35 articles related literacy and deafness were identified, examined and analysis. Result indicated that literacy in inclusive classroom depend on literacy skill of students with hard hearing, instruction strategies in inclusive classroom and technology support. Conclusion is literacy skill is a key factor for students with hard hearing to actively participate in inclusive classroom. Consequently to increasing the quantity and improving research quality in the field is recommended.Keywords: Students with hard of hearing, inclusive classroom, literacy skill, technology

Peningkatan Hasil Belajar Peserta Didik Lambat Belajar di Sekolah Indonesia Luar Negeri Melalui Pembelajaran Akomodatif Ashar, Muhammad Nurul; Al-Mahdi, Roid; Purwoko, Budi; Minarsih, Ni Made Marlin
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v10i10.61732

Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan hasil belajar peserta didik lambat belajar di Sekolah Indonesia Davao (SID) dan pemahaman guru melalui penerapan strategi pembelajaran akomodatif. Tahapan yang dilaksanakan meliputi tahapan persiapan, pelaksanaan, dan evaluasi yang melibatkan guru SID serta dua peserta didik lambat belajar di kelas IV. Strategi pembelajaran akomodatif yang diterapkan meliputi diferensiasi pembelajaran, penggunaan media visual, modifikasi tugas, serta pendekatan sosial-emosional. Hasil pengabdian menunjukkan adanya peningkatan signifikan pada pemahaman guru terhadap prinsip pembelajaran akomodatif dan perubahan sikap lebih positif dalam pengelolaan kelas. Selain itu, hasil belajar matematika peserta didik lambat belajar menunjukkan peningkatan. Hal ini ditunjukkan oleh capaian nilai post-test yang melampaui standar minimum serta keterlibatan aktif dalam pembelajaran. Dengan demikian, program yang diterapkan terbukti dapat meningkatkan kualitas pembelajaran bagi peserta didik lambat belajar di sekolah luar negeri.

A TEACCH Class Model for Comprehensive Intervention in Children with Autism Spectrum Disorder Ardianingsih, Febrita; Ashar, Muhammad Nurul; Wijiastuti, Asri
Journal of Education for Sustainability and Diversity Vol. 1 No. 2 (2023)
Publisher : Angstrom Centre of Education

Autism Spectrum Disorders (ASD) are pervasive developmental disorders that cover various aspects of development. Interventions using drugs are still not clearly proven to address the core problems of children with autism spectrum disorders, so interventions are directed at non-pharmacological approaches. The aim of this study is to examine the TEACCH class model for comprehensive interventions for children with ASD in all aspects of development. This research uses a qualitative approach. The data sources for this study were a vice principal and two teachers from one of the autism special schools in Malang, East Java, Indonesia. Data collection techniques through interviews and observation. Data analysis used the Miles & Huberman Flow Analysis Model. The validity of the data was carried out by triangulating sources, techniques, and theories. Research findings (1) The minimal TEACCH class model consists of a whiteboard, bench, visual support, and a sensory/quiet corner. Teachers apply TEACCH by implementing structured learning activities (clear, coherent, and predictable activities) and flexible ones (adjusting to the needs of each child) by involving an independent work system. (2) The application of TEACCH can improve the skills of autistic spectrum children in communication, social, emotional-behavior, and cognitive aspects.

Visual Support Based on Indonesian Local Wisdom for Personal Hygiene Learning of Children with Autism Spectrum Disorders Ardianingsih, Febrita; Ashar, Muhammad Nurul; Budiyanto, Budiyanto
Journal of Education for Sustainability and Diversity Vol. 1 No. 2 (2023)
Publisher : Angstrom Centre of Education

The degree of severity of autism can cause deficits in the development of activities of daily living, one of which is personal hygiene skills (bathing, toileting, washing hands, brushing teeth). The development of personal hygiene skills is important for children with autism spectrum disorders for health promotion and ensuring opportunities for increased socialization and participation in various environments. Strategies that incorporate visual support are considered evidence-based practices that capitalize on the strengths of children with ASD. Sources of images for creating visual support are actually quite a lot available on the internet, but they are still rarely suitable for Indonesian culture. This study aims to (1) develop visual support products based on local wisdom as a personal hygiene learning strategy for children on the autistic spectrum, and (2) determine the feasibility of visual support products based on local wisdom in learning personal hygiene for children with autism spectrum disorders. This study adapted the ADDIE approach to only 3 stages: Analyze, Design, and Develop. The findings of this study are: (1) this development resulted in an electronic catalog book and visual supports on personal hygiene based on Indonesian local wisdom, and (2) the electronic catalog book and visual supports based on Indonesian local wisdom in learning personal hygiene for children with autism spectrum disorders are very feasible based on expert validation.

“Is Inclusive Education Inclusive Enough?”: Portraying Student with Disabilities’ Experiences on Immersive Learning Ashar, Muhammad Nurul; Evans, David; Murtadlo, Murtadlo; Pamuji, Pamuji; Beny, Acep Ovel Novari
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.645

Inclusive education holds the important role on developing students’ understanding and character on inclusivity during teaching students with disabilities. Thus, an appropriate teaching method should be assigned on this course. Immersive learning has previously been studied in improving the learning gain for many students, however its application in inclusive education course has rarely been done. This study portrayed the students with disabilities experience on studying inclusive education course with immersive learning. Their experiences were explored on two main aspects including the reception towards immersive learning, and the inclusivity of the immersive learning. Data were collected through test and close-ended questionnaire from nearly thirty students after the intervention. Responses from test were analyzed statistically with Wilcoxon test, while data from questionnaire were analyzed using the statistic descriptive. Results report that students perform a positive outcome after the intervention session with many feel that the lesson is more inclusive. Statistic also shows the difference on students score before and after the lesion. This happened either for students with disability or students without disability. This study may provide a new way of teaching for students with disability, yet further studies are still needed.

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