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All Journal Educatio Journal of Education and Instruction (JOEAI) Journal on Education Journal of Elementary School (JOES) SPEED: Journal of Special Education Ngabekti: Jurnal Pengabdian kepada Masyarakat Journal of Educational Science and E-Learning
ARIFAH NURHADIYATI
Universitas PGRI Argopuro Jember
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Intervensi Dini Bersumberdaya Keluarga pada Perkembangan Bahasa Anak Disabilitas Intelektual Khibdziyah, Lailatul; Sukmawati, Bhennita; Nurhadiyati, Arifah
JOEAI (Journal of Education and Instruction) Vol. 8 No. 5 (2025): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v8i5.16451

Abstract

This study aims to describe the form of family-based early intervention on the language development of children with intellectual disabilities at Muhammadiyah 1 Elementary School in Jember. This study used a qualitative approach with a case study method, with one child with moderate intellectual disabilities at Muhammadiyah 1 Elementary School in Jember and his parents as subjects. The results showed that active parental involvement through family-based interventions using smartcards had a positive impact on children's language skills, particularly in combining words into simple sentences. The use of smartcards helped children focus better, become more interested in learning activities, and understand the relationship between words and images concretely. Children showed progress from simply saying words one by one to being able to put two or three words together into meaningful sentences. Furthermore, the learning environment at home became more enjoyable and interactive, strengthening the emotional bond between parents and children. In conclusion, family-based early intervention supported by visual media such as smartcards is efficacious in improving the language skills of children with intellectual disabilities. This approach not only enhances linguistic skills but also strengthens emotional interactions within the family, providing an alternative, applicable, and home-based inclusive learning strategy that is easy for parents to implement.   Keywords: Early Intervention; Smartcards; Intellectual Disability
Pendampingan Orang Tua dan Penguatan ULD untuk Layanan Digital Sekolah Inklusi di Lumajang Angger Timansah; Arifah Nurhadiyati; Imaratul Ulwiyah
Ngabekti: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 1 (2026): June 2026
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/kgkgtz37

Abstract

Inclusive schools are an effective solution for providing equal access to education for children with special needs amidst the limited number of Special Schools (SLB). Lumajang Regency faces serious challenges in implementing inclusive education, characterized by the absence of a Disability Service Unit (ULD), a shortage of Special Assistant Teachers, lack of teacher training, weak teacher-parent collaboration, and the absence of educational digitalization. This community service activity aims to: (1) provide assistance to parents in utilizing digital services in inclusive schools, (2) encourage the strengthening of ULD in Lumajang Regency, and (3) realize collaboration between teachers, parents, academics, and local government. The activity was conducted over one month (April 6–May 4, 2026) in Jogoyudan Village, Lumajang District, involving 25 parents of children with special needs, 5 Special Assistant Teachers, 5 school principals, and 2 representatives from the Education Office. Methods used included surveys, Focus Group Discussions (FGD), training, simulation, and mentoring. The results showed: (1) the initial condition of parents was very concerning—100% experienced difficulties in mentoring and 92% felt frustrated; (2) there was an increase in parents' understanding of digitalization from an average of 30 to 82; (3) an increase in teachers' understanding of inclusive education from 55 to 89; (4) a stark contrast in satisfaction levels between parents with ULD (85%) and without ULD (15%); and (5) ULD socialization successfully raised local government awareness and school commitment. This activity concludes that parental assistance, digitalization of services, and strengthening of ULD are urgent and interconnected needs. Collaboration between local government, academics, and practitioners is the key to success in realizing quality inclusive education in Lumajang Regency. The main recommendation is the immediate establishment of ULD in Lumajang, the development of sustainable digitalization systems, and the strengthening of cross-sector collaboration.
Pengaruh Teknik Modeling Terhadap Kemandirian Memasang Kancing Siswa Disabilitas Intelektual Ringan Kelas IV Di SDLB YPAC Jember Ali Bahroni; Khusna Yulinda Udhiyanasari; Arifah Nurhadiyati
Educatio Vol 20 No 3 (2025): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v20i3.30405

Abstract

This study aimed to explore the impact of the modeling technique on the independence of fourth-grade students with mild intellectual disabilities at SDLB YPAC Jember in the task of buttoning clothes. The research employed a Single Subject Research (SSR) method using an A-B design. The participant was a student identified as R. The study was conducted in two phases: a baseline phase consisting of five sessions without any intervention, and an intervention phase comprising ten sessions in which the modeling technique was applied. Data were collected through practical assessments of the student’s ability to button clothes and were analyzed descriptively by observing progress across the two phases.The findings revealed a notable improvement in the student’s skills. The average level of independence increased from approximately 63% during the baseline phase to around 82% following the intervention. Furthermore, the percentage of overlap between the phases was 0%, which provides strong evidence of the technique’s effectiveness. Based on these results, it can be concluded that the modeling technique significantly enhances students' independence in buttoning clothes. Therefore, it is recommended as a practical instructional method that special education teachers can adopt to support the development of daily living skills in students with special needs
Co-Authors Ali Bahroni ANGGER TIMANSAH Arafat, M. Yassir Arum, Ade Ayu Sekar Asrorul Mais Bhennita Sukmawati Fata, Khairul Alvin Hadi Habibah, Hasna Faridatul Imaratul Ulwiyah Khibdziyah, Lailatul Ledu, Elisabeth Lusitania Lufitasari, Dewi Melani, Nur Asyiffa Chayantri Partiwi Ngayuningtyas Adi Prystiananta, Nostalgianti Citra Sari, Silvia Yustika Sukmawati, Bhenita Timansah , Angger Udhiyanasari, Khusna Yulinda Wahyudi, Delia Dheamanta Novriyanti Yusuf, Aulia Yasmin