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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Indonesia Journal of ICSAR QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan Kebutuhan Khusus EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan dan Konseling JIIP (Jurnal Ilmiah Ilmu Pendidikan) Edunesia : jurnal Ilmiah Pendidikan PAKAR Pendidikan Indonesian Journal of Multidiciplinary Research (IJoMR) Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Jurnal Pendidikan Indonesia (Japendi) INCLUSIVE EDUCATION Proceeding of International Conference on Special Education in South East Asia Region
Homdijah, Oom Sitti
Universitas Pendidikan Indonesia
Arts Humanities Chemical Engineering, Chemistry & Bioengineering Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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KAAYA: A Wearable AAC Device for Enhancing Daily Communication of Learners with Mild Intellectual Disabilities Mosvita, Divannia Shayna Rahmaellery Putri; Maharani, Guchy Falya; Homdijah, Oom Sitti; Akhlan, Riksma Nurahmi Rinalti
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1518

Abstract

This study developed and evaluated KAAYA, a low-tech wearable augmentative and alternative communication device to improve functional and expressive communication in a child with mild intellectual disability. A mixed methods design integrated quantitative and qualitative data. One eight-year-old participant with adequate receptive language but limited expressive skills received the intervention. Data sources included structured classroom observations, a receptive and expressive communication rubric, pretest and posttest assessments, and interviews with teachers and parents. The pretest total score was nine, indicating reliance on nonverbal gestures and difficulty expressing basic needs. After three weeks, the posttest rose to twenty-four,24, and the child used KAAYA buttons to request food, toileting, and play. Session-by-session observations and PND indicated progressive gains during intervention. Qualitative data showed reduced miscommunication, greater independence, and improved social participation at school and home. Results suggest that KAAYA is an effective, practical, and context-appropriate low-tech wearable AAC device for supporting functional communication and social participation in children with mild intellectual disabilities across structured educational settings and daily routines.
Enhancing Basic Communication Skills of Children with Autism Spectrum Disorder through the TEACCH Method and Teacher-Parent Collaboration Rayanda, Resta; Homdijah, Oom Sitti
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8335

Abstract

This study aims to optimize the fundamental communication capacity of students with Autism Spectrum Disorder (ASD) by utilizing the Treatment and Education of Autistic and related Communication-Disabilities (TEACCH) framework, combined with teacher-parent collaboration. The study used a mixed-method approach with a one-group pretest–posttest design. The research subjects consisted of four children with ASD, four parents, and one autistic class teacher as the main facilitator. Participants in this study consisted of two main groups, namely children with ASD and their parents. The study focused on four first-grade students. The participant selection process used purposive sampling techniques. To obtain comprehensive and valid data, this study used several complementary data collection instruments, namely an ASD communication skills observation guide for Children with ASD, interview protocols for teachers and parents, and semi-structured interviews with open-ended questions. Data analysis was conducted in an integrated manner by combining qualitative and quantitative approaches. The results showed an average increase of 34% in children's basic communication skills, particularly in recognizing themselves, family members, and classmates, as well as in expressing their needs or appropriately rejecting something.
In-Depth Learning for Students with Deafness in Special Schools: A Literature Study Kamila, Ila; Homdijah, Oom Sitti; Susetyo, Budi; Tarsidi, Iding
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8419

Abstract

The Deep Learning paradigm offers the potential to improve learning quality through conceptual understanding and metacognitive reflection. However, studies of its application in deaf education in Indonesia are very limited. This study aims to conduct a systematic literature review to map the opportunities, challenges, and conceptual models of deep learning relevant to deaf students. This study uses a qualitative literature review with a systematic integrative review design, which is analyzed using thematic content analysis across the stages of open coding, axial coding, and selective coding. The research identified three key opportunities for implementing Deep Learning: optimizing visual and kinesthetic modalities through interactive media, developing self-regulated learning through visual reflection, and strengthening social collaboration through community learning. These findings resulted in recommendations for project-based visual-reflective learning models, interactive media, and portfolio assessments. This research encourages teachers to design learning that stimulates deep thinking; schools to strengthen professional collaboration and provide visual learning environments; and the government to improve teacher training and inclusive technology facilities. Further research is recommended to test the effectiveness of this model through experiments and field implementation in various special needs schools (SLB).
Co-Authors Ahklan, Riksma Nurahmi Rinalti Akhlan, Riksma Nurahmi Rinalti Aminah, Nur Annisaa Pertiwi Annisi, Mughi Puspa Ayu Susanti, Ayu Budi Susetyo Budi Susetyo Diana Shanty Dudi Gunawan, Dudi Egi Fauzi Ehan Ehan Ehan Ehan, Ehan Endang Rochyadi, Endang Euis Heryati Euis, Heryati Fandu Fanovanugraha Armindony Fatin, Jihan Fauziah, Fina Rahma Fitriani Fitriani Hakim, Anisah Oktafiani Haliqa, Salsabila Hermawan, Amalia Fauziah Hernawati, Tati Iding Tarsidi Imas Diana Aprilia Kamila, Ila Lamina Amalia Putri Lathifah, Sri Garcinia Lulu Fikriyah Sholihat Maharani, Guchy Falya Maulina, Elly Mega Sri Warahmah Mosvita, Divannia Shayna Rahmaellery Putri Mughi Puspa Annisi Nurhastuti, Nurhastuti Oktaviani, Jehan Nabela Pulungan, Siti Annoora N Putri, Lamina Amalia Putri, Tasha Dwilamiisa Rahardian Sakti Ramadhana, Rizki Rayanda, Resta Ria Tri Handayani Rika Aprillia Budiman Riksma Nurrahmi Rinalti Akhlan Rina Maryanti Rio Putra Utama Rizki Ramadhan Rohani, Rima Siti Rozaliana, Dara Ayu Sari, Wulan Syakinah Munggaran Syabila Putri Tazkiya Indah Fadila Tri Purwanti Tyas Suciati Yuni Fitriani