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Penerapan Outdoor Learning Pada Pembelajaran IPAS dalam Mengenal Bagian Tumbuhan Pada Anak Tunagrahita Ringan Rahma, Azzahra; Devita, Dela; Herlina, Heni
WASIS : Jurnal Ilmiah Pendidikan Vol 6 No 1 (2025): WASIS : Jurnal Ilmiah Pendidikan
Publisher : PGSD Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/wasis.v6i1.13840

This study aims to improve science learning outcomes (IPAS) by using the outdoor learning method, particularly in recognizing plant parts, for children with mild intellectual disabilities at SLB Pelita Kasih. The research method used is Single Subject Research (SSR) with an A-B-A research design. This design involves three phases: baseline I, intervention, and baseline II. In the baseline I phase, students learn about plant parts without any outdoor learning intervention. Then, in the intervention phase, the outdoor learning method is applied, where students learn outside the classroom by interacting directly with plants. The baseline II phase is conducted to measure the results after the intervention. The study results show a significant improvement in student learning outcomes during the intervention phase compared to the baseline I phase, with an average score of 6 in baseline I, 13.71 during the intervention, and 16.67 in baseline II. The average score in the baseline II phase is higher than in baseline I, confirming the success of this method. By using the outdoor learning method, there is an increase in the understanding of plant parts among students with mild intellectual disabilities through more concrete and interactive learning

LEARNING PROCESS OF FRACTION OPERATIONS IN STUDENTS WITH INTELLECTUAL DISABILITIES Dela Devita; Nurhidayati Nurhidayati; Desrina Hardianti; Dwi Desmayanasari
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 8, No 1 (2025): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v8i1.3160

This study examines the learning process of fractional number operations in students with intellectual disabilities. Using a qualitative descriptive method. the study focuses on students and teachers in grade IX. Data collection is conducted through observation, interviews, and documentation techniques. The research instruments include observation guidelines and interview protocols. The results of the study indicate that: (1) students experience difficulties in understanding the concept of fractions, particularly in adding fractions using the concept of regrouping and in subtracting fractions by borrowing; (2) the learning process of fractional number operations for students with intellectual disabilities reveals that teachers have not prepared Individual Learning Programs (ILPs) to guide individual learning during the teaching preparation stage; (3) during the implementation of lessons, teachers have not fully utilized available learning media, and the methods employed tend to be monotonous; and (4) although evaluations are aligned with the lesson plan, the time allocated for conducting evaluations needs to be maximized. A suitable variety of learning methods and media can assist students with intellectual disabilities in understanding the material.

PEMBELAJARAN VOKASIONAL KERAJINAN TANGAN MANIK-MANIK UNTUK ANAK TUNANETRA FASE D DI SLB A BINA INSANI BANDAR LAMPUNG Silvida Yanti; Heni Herlina; Dela Devita
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6802

Penelitian ini mengkaji proses pembelajaran vokasional kerajinan tangan manik-manik bagi siswa tunanetra Fase D di SLB A Bina Insani Bandar Lampung. Tujuan dari penelitian ini adalah untuk mendeskripsikan tahapan pelaksanaan, metode pembelajaran, dan keterlibatan siswa dalam pembelajaran vokasional kerajinan tangan manik-manik yang bertujuan mengembangkan kemandirian dan keterampilan hidup. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi partisipatif, wawancara semi-terstruktur, dan studi dokumentasi. Subjek penelitian terdiri dari guru keterampilan dan siswa tunanetra Fase D. Hasil penelitian menunjukkan bahwa pembelajaran dirancang secara sistematis berdasarkan kurikulum yang disesuaikan dengan karakteristik siswa. Tahapan pelaksanaan meliputi identifikasi kemampuan siswa, penyusunan perangkat ajar, penyiapan alat dan bahan, penyampaian materi, pemberian contoh melalui modeling, hingga praktik mandiri. Metode pembelajaran yang digunakan mencakup ceramah, tanya jawab, praktik langsung, diskusi kelompok, latihan berulang, dan kegiatan kolaboratif. Siswa menunjukkan keterlibatan aktif, peningkatan kreativitas, serta kemandirian dalam menghasilkan produk kerajinan yang bernilai estetis dan ekonomis. Produk yang dihasilkan siswa telah dipamerkan dalam kegiatan sekolah dan mendapat apresiasi dari masyarakat. Temuan ini diharapkan dapat menjadi referensi dalam pelaksanaan pembelajaran vokasional kerajinan tangan manik-manik di sekolah luar biasa dan memberikan kontribusi bagi peningkatan kualitas pendidikan bagi peserta didik tunanetra.

ANALISIS PROGRAM KETERAMPILAN SENI MUSIK TERHADAP ANAK TUNANETRA FASE E DI SLB A BINA INSANI BANDAR LAMPUNG Dian Fitri; Heni Herlina; Dela Devita
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6804

Penelitian ini mengkaji pelaksanaan program keterampilan seni musik bagi siswa tunanetra Fase E di SLB A Bina Insani Bandar Lampung. Tujuan penelitian ini adalah untuk menganalisis implementasi program keterampilan seni musik, meliputi aspek perencanaan, pelaksanaan, keterlibatan siswa, dan evaluasi program. Penelitian ini menggunakan pendekatan deskriptif kualitatif, data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan studi dokumentasi. Subjek penelitian terdiri dari guru keterampilan dan siswa tunanetra Fase E. Hasil penelitian menunjukkan bahwa program disusun berdasarkan observasi kebutuhan siswa dan dilaksanakan melalui pendekatan multisensorial yang menggabungkan metode auditori, taktil, praktik langsung, serta refleksi. Guru menyampaikan materi secara lisan, memberi contoh penggunaan alat musik, dan membimbing siswa dalam latihan mandiri maupun kelompok. Evaluasi dilakukan secara informal melalui observasi langsung dan umpan balik lisan terhadap proses pembelajaran. Respon siswa sangat positif, aktif, antusias, dan menunjukkan peningkatan keterampilan musikal serta interaksi sosial. Selain menumbuhkan kreativitas, program ini juga membekali siswa dengan keterampilan yang berguna untuk mendukung kemandirian dan kesiapan hidup di masa depan. Keberhasilan beberapa siswa dalam meraih prestasi pada lomba musik menjadi bukti bahwa program ini berdampak positif dalam meningkatkan kemampuan musikal dan kepercayaan diri siswa tunanetra.

The Influence of Equitable Instructional Practices and Teachers’ Pedagogical Competence on Student Learning Engagement in Inclusive Schools in Indonesia Istiarsyah, Istiarsyah; Devita, Dela; Astuti, Eka Yuli; Hayati, Pelita; Rafika, Irda
West Science Information System and Technology Vol. 4 No. 01 (2026): West Science Information System and Technology
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsist.v4i01.2855

This study investigates the effect of equitable teaching practices and teachers' pedagogical competence on student engagement in inclusive schools in Indonesia. A quantitative approach was adopted, with data collected from 225 respondents using a Likert-scale survey. The study examines the relationships between equitable teaching practices, pedagogical competence, and student engagement in inclusive classrooms. Data analysis was conducted using SPSS version 25, including descriptive statistics, correlation analysis, and regression analysis. The findings indicate that both equitable teaching practices and teachers' pedagogical competence significantly predict student engagement, with equitable teaching practices having a stronger influence. The study suggests that inclusive teaching strategies and enhancing teachers’ pedagogical competence are essential for fostering student engagement in inclusive classrooms. These findings provide valuable insights for educators and policymakers working to improve inclusive education practices in Indonesia.

SURVEI PRATIK MICROTEACHING DALAM MENINGKATKAN KEMAMPUAN MENGAJAR CALON PENDIDIK SISWA BERKEBUTUHAN KHUSUS Muhammad Auliya Rahman; Dela Devita; Annisa Purwanggi
Walada: Journal of Primary Education Vol. 4 No. 2 (2025): WALADA: JOURNAL OF PRIMARY EDUCATION
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v4i2.381

Pendidikan inklusif yang mengupayakan akses dan partisipasi penuh bagi semua anak termasuk Anak Berkebutuhan Khusus (ABK) menjadi paradigma yang semakin relevan secara global dan nasional. Keberagaman jenis ABK seperti tunanetra, tunagrahita, tunarungu, tunadaksa, tunalaras, kesulitan belajar, cerebral palsy, autisme, anak berbakat, gangguan Rett, Asperger, lamban belajar, hingga ADHD, menuntut kemampuan mengajar yang sangat spesifik dan adaptif dari para pendidik. Mengingat karakteristik siswa berkebutuhan khusus yang unik dan beragam, tujuan penelitian ini yaitu untuk menggambarkan praktik microteaching dalam meningkatkan kemampuan mengajar calon pendidik siswa berkebutuhan khusus. Metode dalam penelitian ini merupakan kuantitatif deskriptif yang dilaksanakan pada 31 Mei-28 Juni 2025. Jenis penelitian ini adalah survei dengan subjek penelitian calon pendidik siswa berkebutuhan khusus berjumlah 18 orang. Analisis data disajikan dalam tabel dan diagram, lalu dijabarkan secara deskriptif untuk menggambarkan kemampuan mengajar calon pendidik dalam melakukan praktik microteaching. Hasil penelitian didapatkan bahwa praktik microteaching berhasil meningkatkan berbagai dimensi keterampilan mengajar calon pendidik siswa berkebutuhan khusus. Peningkatan ini meliputi pemahaman akan karakteristik siswa berkebutuhan khusus, kemampuan mengelola kelas, penyampaian materi dan tujuan pembelajaran, penggunaan media, komunikasi, manajemen waktu, hingga keterampilan evaluasi dan penutupan sesi pembelajaran. Ini mengindikasikan bahwa program microteaching efektif dalam mempersiapkan calon pendidik untuk menghadapi kompleksitas pengajaran bagi siswa berkebutuhan khusus.

The Influence of Equitable Instructional Practices and Teachers’ Pedagogical Competence on Student Learning Engagement in Inclusive Schools in Indonesia Istiarsyah Istiarsyah; Dela Devita; Eka Yuli Astuti; Pelita Hayati; Irda Rafika
West Science Interdisciplinary Studies Vol. 4 No. 07 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i07.3024

This study investigates the effect of equitable teaching practices and teachers' pedagogical competence on student engagement in inclusive schools in Indonesia. A quantitative approach was adopted, with data collected from 225 respondents using a Likert-scale survey. The study examines the relationships between equitable teaching practices, pedagogical competence, and student engagement in inclusive classrooms. Data analysis was conducted using SPSS version 25, including descriptive statistics, correlation analysis, and regression analysis. The findings indicate that both equitable teaching practices and teachers' pedagogical competence significantly predict student engagement, with equitable teaching practices having a stronger influence. The study suggests that inclusive teaching strategies and enhancing teachers’ pedagogical competence are essential for fostering student engagement in inclusive classrooms. These findings provide valuable insights for educators and policymakers working to improve inclusive education practices in Indonesia.

Reasonable Accommodations for Persons with Disabilities in Public Services Under Law No. 8 of 2016 Istiarsyah Istiarsyah; Dela Devita; Robiansyah Setiawan; Retno Triswandari; Lani Setyadi; Roslaini Roslaini
West Science Law and Human Rights Vol. 4 No. 03 (2026): West Science Law and Human Rights
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wslhr.v4i03.3001

The fulfillment of public service rights for persons with disabilities remains an important issue in achieving substantive equality and preventing discrimination within state administration. Although Law No. 8 of 2016 concerning Persons with Disabilities has recognized the obligation to provide reasonable accommodations, the implementation of these obligations in public services continues to face various normative and institutional challenges. This study aims to analyze the legal framework governing reasonable accommodations for persons with disabilities in public services and examine its role in ensuring equal access based on human rights principles. This research employs a normative legal research method using a statutory approach and conceptual approach by examining relevant legal instruments, including Law No. 8 of 2016, Law No. 19 of 2011 concerning the Ratification of the Convention on the Rights of Persons with Disabilities, and regulations related to public services and accessibility. The results indicate that reasonable accommodation constitutes a fundamental legal obligation that requires public service providers to make necessary and appropriate adjustments to eliminate barriers experienced by persons with disabilities. Such accommodations include physical accessibility, procedural modifications, communication support, and inclusive service mechanisms. However, the implementation of reasonable accommodation remains limited due to the lack of detailed technical regulations, institutional capacity constraints, insufficient awareness among service providers, and weak accountability mechanisms. This study concludes that strengthening the implementation of reasonable accommodation requires regulatory harmonization, institutional commitment, capacity development, and effective monitoring systems. Reasonable accommodation should not be viewed as a form of special treatment but as a legal instrument to achieve substantive equality and ensure that persons with disabilities can fully exercise their rights in public services.

The Influence of Equitable Instructional Practices and Teachers’ Pedagogical Competence on Student Learning Engagement in Inclusive Schools in Indonesia Istiarsyah Istiarsyah; Dela Devita; Eka Yuli Astuti; Pelita Hayati; Irda Rafika
West Science Interdisciplinary Studies Vol. 4 No. 07 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i07.3024

This study investigates the effect of equitable teaching practices and teachers' pedagogical competence on student engagement in inclusive schools in Indonesia. A quantitative approach was adopted, with data collected from 225 respondents using a Likert-scale survey. The study examines the relationships between equitable teaching practices, pedagogical competence, and student engagement in inclusive classrooms. Data analysis was conducted using SPSS version 25, including descriptive statistics, correlation analysis, and regression analysis. The findings indicate that both equitable teaching practices and teachers' pedagogical competence significantly predict student engagement, with equitable teaching practices having a stronger influence. The study suggests that inclusive teaching strategies and enhancing teachers’ pedagogical competence are essential for fostering student engagement in inclusive classrooms. These findings provide valuable insights for educators and policymakers working to improve inclusive education practices in Indonesia.

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