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All Journal Jurnal Bahana Manajemen Pendidikan Equilibrium: Jurnal Pendidikan Jurnal Vokasi Indonesia Jurnal Cahaya Edukasi Hayati: Journal of Education Journal of Smart Pedagogy and Education
Gunadi, Tri
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PENINGKATAN KETERLIBATAN MAHASISWA DALAMPEMBELAJARAN BIOSTATISTIK DENGAN METODE KOOPERATIFMELALUI MEDIA LEMBAR KERJA MAHASISWA (LKM) DI PROGRAM STUDI PERUMAHSAKITAN Murniati, Nia; Supriadi, Supriadi; Gunadi, Tri
Jurnal Vokasi Indonesia Vol. 1, No. 2
Publisher : UI Scholars Hub

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Abstract

This research is motivated by the lack of passionate students of the Program Studi Perumahsakitan Vokasi in the following study courses Biostatistics, because the teaching method does not make the students become active and participate. Consequently Biostatistics courses often leave some students are forced to repeat the due credit limit does not reach the threshold value eventually pass (C) and of course is very detrimental to the student having to repeat the course credit until they intern (last semester). This study is a class act with the entire student subjects RS1 50 people Academic Year 2012/2013 in the University of Indonesia with the material limits of Biostatistics emphasis on material probability. Results were obtained in cycle 1 achieved an average score of 3770/5000 = 75.4, cycle 2 average scores achieved 4105/5000 = 82.1 and cycle 3 achieved an average score of 4585/5000 = 91.7. Conclusion The method of cooperative learning approach through the media LKM have a positive impact in improving student achievement is marked by an increase in the average scores achieved in each cycle, and through the media worksheet can increase student interest and motivation shown by increased activity in the classroom discussion. Advice is to carry out a cooperative approach through the media LKM method requires the preparation of a fairly mature, so the lecturer must be able to determine the learning scenario can actually be applied in order to obtain optimal results
Profil Kesiapan Sekolah Anak Usia 6–7 Tahun Berdasarkan Nijmegen School Readiness Test (NST): Studi Kasus di Layanan Tumbuh Kembang Anak Gunadi, Tri; Matulessy, Andik; W, Basilia S.
Jurnal Bahana Manajemen Pendidikan Vol 14, No 2 (2025): Volume 14 Nomor 2 Tahun 2025 in Progress
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbmp.v14i2.137132

Abstract

Kesiapan sekolah merupakan prasyarat penting agar anak mampu mengikuti tuntutan belajar formal pada awal pendidikan dasar. Studi ini bertujuan mendeskripsikan profil kesiapan sekolah anak usia 6–7 tahun berdasarkan Nijmegen School Readiness Test (NST) dalam konteks layanan tumbuh kembang anak. Penelitian menggunakan desain studi kasus deskriptif pada seorang anak laki-laki usia 6 tahun 10 bulan yang menjalani pemeriksaan NST di layanan tumbuh kembang. Data dikumpulkan melalui skor subtes NST dan observasi perilaku selama pelaksanaan tes. Selama sesi, anak menunjukkan kesulitan mempertahankan fokus, gerakan tubuh tidak stabil, serta ketidakmampuan memahami dan mengikuti instruksi sederhana. Pola respons dominan berupa mencoret hampir seluruh stimulus pada sebagian besar subtes, yang mengindikasikan rendahnya atensi, impulsivitas, dan lemahnya kesiapan pra-akademik-perseptual. Hasil psikogram menunjukkan skor sangat rendah pada hampir seluruh aspek, dengan total skor skala 14 dari 200. Profil ini menonjol pada kelemahan mengikuti instruksi, atensi dan konsentrasi, persepsi visual, pemahaman ukuran-jumlah-perbandingan, daya ingat fungsional, motorik halus, dan grafomotorik. Berdasarkan konsistensi performa subtes dan pola respons, anak dinyatakan belum siap mengikuti pembelajaran formal. Temuan ini menegaskan pentingnya asesmen kesiapan sekolah yang mengintegrasikan skor tes dan observasi perilaku untuk merancang intervensi pra-akademik, regulasi diri, serta stimulasi visual-motor sebelum transisi ke sekolah dasar.
Implementasi Diferensiasi Pembelajaran dalam Pendidikan Inklusif untuk Anak Autis dan Disabilitas Intelektual Gunadi, Tri
Jurnal Cahaya Edukasi Vol 3 No 1 (2026): Januari 2026
Publisher : Cahaya Smart Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63863/jce.v3i1.288

Abstract

Pendidikan inklusif menuntut sekolah reguler untuk mampu mengakomodasi keberagaman karakteristik dan kebutuhan belajar peserta didik, termasuk anak autis dan anak dengan disabilitas intelektual. Namun, dalam praktiknya, pembelajaran di kelas inklusif masih sering menggunakan pendekatan yang seragam sehingga kurang responsif terhadap perbedaan kemampuan siswa. Penelitian ini bertujuan untuk mendeskripsikan implementasi diferensiasi pembelajaran dalam pendidikan inklusif bagi anak autis dan anak dengan disabilitas intelektual, serta mengidentifikasi strategi, hambatan, dan implikasinya bagi praktik pembelajaran di sekolah. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data dikumpulkan melalui observasi pembelajaran di kelas inklusif, wawancara dengan guru, dan studi dokumentasi pembelajaran. Hasil penelitian menunjukkan bahwa guru telah menerapkan diferensiasi pembelajaran melalui penyesuaian konten, proses, produk, dan lingkungan belajar, meskipun sebagian besar masih bersifat intuitif dan belum terencana secara sistematis. Diferensiasi pembelajaran membantu meningkatkan partisipasi dan keterlibatan anak autis dan anak dengan disabilitas intelektual dalam kegiatan belajar. Temuan ini menegaskan pentingnya penguatan kompetensi guru dan dukungan institusional agar diferensiasi pembelajaran dapat diterapkan secara lebih konsisten dalam pendidikan inklusif.
Natural Environment Teaching for Functional Communication in Children with Speech Delay Gunadi, Tri
Journal of Smart Pedagogy and Education Vol. 1 No. 4 (2026): Journal of Smart Pedagogy and Education
Publisher : Yayasan Cerdas Pedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65101/spedu.v1i4.258

Abstract

This study evaluates the efficacy of Natural Environment Teaching (NET) in enhancing functional communication for children with speech delay. Utilizing a rigorous ABAB single-subject experimental design, the investigation focused on a four-year-old male diagnosed with Language Disorder. Results demonstrated a clinically significant elevation in Functional Communication Responses (FCR), with mean frequencies escalating from 2.4 at baseline to 11.4 during the final intervention phase. Visual analysis confirmed a robust functional relationship, supported by 0% data overlap and Non-Overlap of All Pairs (NAP) values between 0.96 and 1.00. Furthermore, the participant exhibited a systematic reduction in prompt dependency and successful generalization of communicative gains to domestic settings and unfamiliar partners. Concomitant decreases in maladaptive behaviors suggest that NET effectively replaces non-verbal topographies with functional verbal repertoires. These findings strongly validate NET as a scalable, ecologically valid intervention model particularly suited for the Indonesian clinical landscape where specialized therapeutic resources remain highly limited.
Efektivitas Intervensi Applied Behavior Analysis terhadap Perilaku On-Task Siswa ADHD di Sekolah Inklusi Gunadi, Tri
Hayati : Jurnal Pendidikan Vol 2 No 1 (2026): Education for every people
Publisher : Yayasan Penelitian dan Pengabdian Masyarakat Sisi Indonesia

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Abstract

This study aims to examine the effectiveness of Applied Behavior Analysis (ABA)-based behavioral intervention in improving on-task behavior and instruction compliance among students with Attention Deficit Hyperactivity Disorder (ADHD) in an inclusive Islamic elementary school. The study employed a Single Subject Research (SSR) A–B–A–B reversal design with one male student aged 8 years (Grade 2) who was identified with Combined-type ADHD based on formal psychological assessment. Data were collected through direct observations across 20 sessions distributed across four research phases. The observation instrument was validated through expert judgment (Aiken’s V = 0.88) and demonstrated adequate interobserver reliability (mean IOA = 87.5%). Results indicate that on-task behavior improved from a mean of 36% during the first baseline phase (A1) to 70% during the second intervention phase (B2), while instruction compliance increased from 40% (A1) to 72.6% (B2). Visual analysis of the SSD graph yielded a Percentage of Non-overlapping Data (PND) of 100% for both intervention phases, indicating a highly effective intervention effect. These findings suggest that ABA is an effective strategy for improving academic engagement among students with ADHD in inclusive educational settings, with practical implications for classroom behavioral management.
Effectiveness of Universal Design for Learning on Academic Engagement and Emotional Regulation of Students with Autism Spectrum Disorder Gunadi, Tri
Equilibrium: Jurnal Pendidikan Vol. 14 No. 2 (2026): EQUILIBRIUM: JURNAL PENDIDIKAN
Publisher : Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/92qb6d28

Abstract

This study examines the effectiveness of Universal Design for Learning (UDL) implementation on academic engagement and emotional regulation of students with Autism Spectrum Disorder (ASD) in inclusive elementary schools. A quasi-experimental pretest–posttest design without a control group was employed. Eight students with ASD in inclusive classrooms were selected through purposive sampling. The UDL intervention was implemented over five weeks applying the principles of multiple means of engagement, representation, and action and expression. Data were collected using observational scales of academic engagement (adapted from Fredricks et al., 2019) and the Emotional Regulation Checklist (Shields & Cicchetti, 1997). Paired sample t-tests and Cohen's d effect size were used for analysis. Normality tests confirmed normal data distribution (p > .05). Significant improvements were found in academic engagement (t(7) = 5.21, p < .001, d = 1.20) and emotional regulation (t(7) = 4.87, p < .001, d = 1.10) following UDL implementation, both with large effect sizes. These findings suggest that UDL is effective in enhancing academic engagement and emotional regulation of students with ASD in inclusive settings, providing important implications for developing adaptive inclusive education practices in Indonesia.
Co-Authors Andik Matulessy Hargiani, Fransisca Xaveria Murniati, Nia W, Basilia S.