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All Journal Jurnal ORTOPEDAGOGIA Journal of Education and Instruction (JOEAI) Journal on Education Journal of Elementary School (JOES) Room of Civil Society Development SPEED: Journal of Special Education Journal of Educational Science and E-Learning Room of Civil Social Development
ARIFAH NURHADIYATI
Universitas PGRI Argopuro Jember
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengaruh Media Game Fun Easy Learn Berbasis Android terhadap Kemampuan Mengenal Kata Benda pada Anak Disabilitas Rungu Lufitasari, Dewi; Mais, Asrorul; Nurhadiyati, Arifah
JOEAI (Journal of Education and Instruction) Vol. 7 No. 2 (2024): 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.v7i2.12449

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh media “Game Fun Easy Learn” terhadap kemampuan mengenal kata benda pada anak disabilitas rungu. Penelitian ini menggunakan metode Single Subject Research (SSR), yang merupakan pendekatan penelitian yang berfokus pada pengamatan subjek tunggal untuk mengevaluasi perubahan atau pengaruh dari intervensi. Penelitian ini menggunakan desain A - B dimana fase A (baseline) digunakan untuk mengukur kemampuan awal anak dalam mengenal kata benda, sementara fase B (intervensi) dilaksanakan setelah diberikan intervensi berupa “Game Fun Easy Learn” sebagai media untuk mengenal kata benda. Hasil penelitian ini menunjukkan adanya peningkatan kemampuan dalam mengenal kata benda pada anak disabilitaas rungu. Kata kunci: Anak Disabilitas Rungu, Kata Benda, Media Game Fun Easy Learn.
Pengaruh Terapi Musik pada Konsentrasi Belajar Siswa Autis Kelas VIII di SLB C TPA Jember Habibah, Hasna Faridatul; Adi, Partiwi Ngayuningtyas; Nurhadiyati, Arifah
JOEAI (Journal of Education and Instruction) Vol. 8 No. 3 (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.v8i3.15423

Abstract

Penggunaan terapi instrumen musik angklung dirasa cocok untuk siswa autis di SLB C TPA Jember yang mayoritas usia dewasa dimana pembelajaran yang efektif bagi mereka adalah menggunakan pengertian yang jelas. Dengan bantuan terapi musik dalam menemani siswa belajar dikelas dapat menjadikan anak fokus pada tugasnya. Penelitian ini mengangkat rumusan masalah yakni adakah pengaruh terapi musik pada konsentrasi belajar anak autis di SLB C TPA Jember? Metode yang digunakan dalam penelitian ini adalah single subjek riset (SSR). Subjek yang diteliti berjumlah 1 orang. Data diolah memakai jenis frekuensi data diambil dari hasil fase baseline (A), merupakan fase observasi pada subjek dengan mengamati kemampuan konsentrasi belajar anak, serta fase intervensi (B) yaitu observasi ketika subjek dilakukan atau diberikan intervensi. Pada fase Baseline terdapat 5 sesi sedangkan pada fase intervensi ada 10 sesi. Pada fase intervensi, siswa autis menunjukan penurunan frekuensi perilaku tidak fokus yang ditunjukkan dengan menurunnya frekuensi mean level yaitu dari fase baseline di angka 7 menurun pada fase intervensi ke angka 5. Hal ini dapat berarti bahwa ada pengaruh terapi musik pada konsentrasi belajar siswa autis di SLB C TPA Jember sesuai dengan hasil analisis yang sudah dilakukan. Kesimpulan dalam penelitian ini terdapat/ada pengaruh terhadap peningkatan konsetrasi belajar siswa setelah diberlakukannya intervensi berupa terapi musik pada siswa autis di SLB C TPA Jember. Kata Kunci : terapi musik, konsentrasi belajar, siswa autis
Pola Asuh Orang Tua terhadap Kemampuan Bina Diri Anak Disabilitas Intelektual Sari, Silvia Yustika; 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.v8i5.16306

Abstract

This research aims to identify the type of parenting style applied and analyze the impact of parenting styles on children's self-development abilities. The method used is a descriptive qualitative method, where data is collected through interviews, observations, and documentation on parents of students at the Jember State Special School, using a purposive sampling technique. The results of the research show that the parenting style provided by two parents on the self-development abilities of children with intellectual disabilities at the Jember State Special School, namely that parent R applies a combination of authoritarian parenting and democratic parenting. This parenting style can help develop children's self-development abilities well. Meanwhile, M's parents use a permissive parenting style, which can hinder the child's self-development skills. The conclusion of this research shows that parenting styles have an essential role in the self-development abilities of children with intellectual disabilities at the Jember State Special School.   Keywords: Parenting Patterns, Self-Development, Intellectual Disabilities
Pengaruh Media Video Animasi terhadap Kemampuan Mengenal Huruf Vokal pada Siswa Disabilitas Intelektual Ringan Kelas IV Ledu, Elisabeth Lusitania; Prystiananta, Nostalgianti Citra; 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.v8i5.16377

Abstract

This study aims to determine the effect of animated video media on the ability to recognize vowels (a, i, u, e, o) in fourth-grade students with mild intellectual disabilities at Jember State Special Needs School. The research method employed is Single Subject Research (SSR) with an A-B design, consisting of two phases: the baseline phase (A), comprising five sessions, and the intervention phase (B), comprising eight sessions. The results of the analysis in the conditions show that the baseline phase has a percentage score of 35%–50% with a mean level of 42% and a stability range of ±3.7. The data within the stability range is only 1 out of 5 sessions, or 20%, so the data in the baseline phase is declared unstable. In the intervention phase, the percentage score increased from 45% to 85%, with a mean level of 68.7% and a stability range of ±6.3. The data in the stability range is only 2 out of 8 sessions, or 25%, so the intervention phase is also declared unstable. Although both phases exhibited unstable conditions based on the criteria (<80%), there was a significant increase in ability levels from Phase A to Phase B, from a high score of 50% to 85%, as well as a positive level change of +20. No overlap in data (0%) was found, which strengthens the intervention's influence on changing the target behavior. In conclusion, animated video media has been shown to have a positive effect on improving vowel recognition skills in students with mild intellectual disabilities. This study recommends the use of visual-interactive media such as animated videos in special education learning at special needs schools (SLB).   Keywords: Animated Video, Vowels, Intellectual Disability
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
Co-Authors 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 Maghfiroh, Avivah Melani, Nur Asyiffa Chayantri Partiwi Ngayuningtyas Adi Prystiananta, Nostalgianti Citra Sari, Silvia Yustika Sukmawati, Bhenita Timansah , Angger Tofana, Retian Putri Udhiyanasari, Khusna Yulinda Udiyanasari, Khusna Yulinda Ulwiyah, Imaratul Wahyudi, Delia Dheamanta Novriyanti Yusuf, Aulia Yasmin