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All Journal JPK (Jurnal Pendidikan Khusus) Widya Balina :Jurnal Ilmu Pendidikan dan Ekonomi JPP (Jurnal Pendidikan dan Pembelajaran) International Journal of Educational Management and Innovation (IJEMI) INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO) SPEED: Journal of Special Education Proceeding of International Conference on Special Education in South East Asia Region Advance Sustainable Science, Engineering and Technology (ASSET) Jurnal Pendidikan Progresif Buletin Konseling Inovatif
Yuwono, Joko
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Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Jurnal Pendidikan Progresif

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Assessing Inclusivity of Faculties and School at Sebelas Maret University Utilizing UNS Inclusion Metric Standards Yusuf, Munawir; Yuwono, Joko; Mustaqimah, Ummul; Supratiwi, Mahardika; Cahyani, Leni Ambar
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Assessing Inclusivity of Faculties and School at Sebelas Maret University Utilizing UNS Inclusion Metric Standards. Objectives: There are many problems in implementing inclusive education in higher education. Therefore, it was needed to conduct a research that discusses the level of inclusivity comprehensively starting from attitudes, policies, to implementation in higher education. Methods: This research aimed to determine the level of inclusivity of 15 faculties at UNS through a survey of lecturers, education staff and students. The instrument used was the UNS Inclusion Metric which consists of an attitude assessment and a self-evaluation report form (LED). Data analysis was carried out by calculating the total score, average and standard deviation (SD). Findings: The research results showed that FKIP, FMIPA, and FISIP exhibit high inclusivity scores, indicating a strong commitment to inclusivity. FEB, FH, FIB, FSRD, FIK, FK, FPsi, and FPet were in the moderate inclusivity category. Meanwhile, FATISDA, FT, and FP showed low inclusivity scores, indicating significant challenges in achieving full inclusivity. Conclusion: These findings highlight the importance of inclusive training for lecturers and staff and the need to overcome physical barriers to achieve an inclusive educational environment. Keywords: inclusivity, UNS inclusion metric, higher education.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202480
Parental Involvement of Children with Special Needs: Insights from Epstein’s Six Domains Framework Rejeki, Dewi Sri; Supratiwi, Mahardika; Widyastono, Herry; Gunarhadi, Gunarhadi; Hermawan, Hermawan; Yuwono, Joko; Cahyani, Leni Ambar
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp31-42

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Abstract: Parental Involvement of Children with Special Needs: Insights from Epstein’s Six Domains Framework. Objectives: This study investigated the role of parents of children with disabilities in inclusive school settings. Methods: Employing a qualitative approach, data were collected through focus group discussions (FGD) to 17 parents for children with special needs and analyzed using ATLAS.ti software, following an interactive analysis model comprising data condensation, data presentation, and conclusion drawing/verification.  Findings: Findings highlight the critical role parents play across six domains of involvement, as defined by Epstein's framework: creating supportive home environments (Parenting), engaging in clear communication with the school (Communicating), volunteering at the school (Volunteering), supporting learning at home (Learning at Home), participating in school-related decision-making (Decision-Making), and collaborating with the community to coordinate resources (Collaborating with the Community). These areas of involvement enable parents to actively contribute to inclusion in educational settings.  Conclusion: This study underscores the importance of comprehensive parental engagement of children with disabilities within inclusive schools. Keywords: role of parents, disabilities, inclusive schools.
Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations Gunarhadi, Gunarhadi; Yuwono, Joko; Rejeki, Dewi Sri; Supratiwi, Mahardika; Cahyani, Leni Ambar; Ayaoo, Dhevendren
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2385-2399

Abstract

Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations. Objectives: This research aimed to analyze the challenges and expectations in providing vocational education for students with disabilities in both special and inclusive vocational high schools in the Solo Raya region, Indonesia. It sought to understand the barriers faced by educators and explore their expectations for improvements in vocational training for students with disabilities. Methods: This qualitative research employed a phenomenological design, focusing on 20 vocational education teachers from both special and inclusive vocational high schools. Data was collected through Focus Group Discussions (FGD) with semi-structured, open-ended questions guided by a set of research-specific themes. The data analysis followed a phenomenological analytic framework. Findings: This study identified several key challenges faced by educators in delivering vocational education to students with disabilities, including the lack of a specialized curriculum, insufficient teacher training, inadequate resources and infrastructure, and limited support for job placement after training. Furthermore, teachers highlighted the need for professional development opportunities and improvement in schools' accessibility. Moreover, stronger partnerships between stakeholders were seen as crucial for enhancing vocational education for students with disabilities. These barriers hinder students’ opportunities to gain essential vocational skills and transition successfully into the workforce in the Solo Raya Region. Conclusion: Vocational education for students with disabilities faces significant challenges; however, there are clear expectations for improvements in teacher training, infrastructure, and collaboration among stakeholders. Addressing these issues will not only enhance vocational education for students with disabilities but also empower them to gain greater independence, improve their quality of life, and contribute more fully to society. This provides critical insights into the context of Solo Raya, highlighting the need for targeted interventions to address these gaps. Keywords: challenges, expectation, vocational education, students with disabilities.
Co-Authors Abdullah, Nazmin Binti Ade Anggraini Kartika Devi Ahsan R Junaidi, Ahsan R Arifin, Misbahul Asep Sunandar Asmiati, Neti Ayaoo, Dhevendren Bahrudin, Febrian Alwan Cahyani, Leni Ambar Dwi Setia Permana Dzullia, Cahaya Dwi Ediyanto Eka Setyowati Fadjri Kirana Anggarani Gunarhadi Gunarhadi, Gunarhadi Hermawan Hermawan Herry Widyastono, Herry Munawir Yusuf Ningrum, Lina Dwi Cahya Pane, M. Alwiadi Pratama, Toni Yudha Redydian Adhitya Nugraha Rejeki, Dewi Sri Reza Febri Abadi Sunardi Sunardi Supratiwi, Mahardika Supriyadi Supriyadi Tectona, Citra Tri Rejeki Andayani Ummul Mustaqimah, Ummul Wenas, Ren Widyahety, Indah Zakiyah Zakiyah