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All Journal Mimbar PGSD Undiksha Journal of ICSAR Jurnal ORTOPEDAGOGIA Indonesian Journal of Community and Special Needs Education (IJCSNE) Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus
Santoso, Yoga Budhi
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENGEMBANGAN STRATEGI PEMBELAJARAN MENULIS BAGI ANAK DENGAN AUTISME NON-VERBAL Santoso, Yoga Budhi; Astuti, Eka Yuli; Siregar, Ernie C.
JASSI ANAKKU Vol 20, No 1 (2020): JASSI Anakku: Volume 20, Issue 1, 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1028.372 KB) | DOI: 10.17509/jassi.v20i1.29590

Abstract

Menulis menjadi salah satu keterampilan yang diperlukan dalam proses pembelajaran. Penelitian mengenai pembelajaran menulis bagi anak autisme non-verbal masih sangat sedikit. Penelitian ini bertujuan untuk mengembangkan rancangan strategi pembelajaran menulis bagi anak dengan autisme non-verbal. Partisipan dalam penelitian ini melibatkan seorang anak laki-laki dengan autisme non-verbal berumur 7 tahun dan dua orang guru. Kajian literatur menjadi kerangka dasar penyusunan strategi ini, yang kemudian diujicobakan pada seorang anak dengan autisme non-verbal. Hasil uji coba menunjukkan bahwa dengan pembelajaran yang terstuktur, memecah keterampilan menjadi lebih kecil, menggunakan media visual, dan menggunakan teknologi dapat membantu anak autis non-verbal yang menjadi partisipan dapat menulis 8 kata melalui strategi tersebut.
Rapid Automatic Naming (RAN) - Based Reading Intervention for Children with Learning Disabilities Novianti, Ranti; Nadiyah, Salma; Pratama, Azhar; Santoso, Yoga Budhi; Mustika, Argiasri; Ridwan, Prinanda Gustarina
Journal of ICSAR Vol 8, No 1 (2024): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i1p96

Abstract

In addition to phonology, the cause of reading problems in children with difficulty learning to read can occur due to obstacles in Rapid Automatic Naming (RAN). The purpose of this study is to develop a reading intervention program based on Rapid Automatic Naming for children with reading difficulties. This study uses a qualitative research approach with the method applied in this study is a qualitative descriptive method. A reading intervention program based on Rapid Automatic Naming (RAN) for children with learning difficulties to read that can be used by teachers, parents or those in need in order to help children with learning difficulties in reading. The result of this research is the Rapid Automatic Naming (RAN) based Reading Intervention program.
Kemampuan Prasayarat Membaca dalam Pembelajaran Terstruktur Anak dengan Non-Verbal Autism (NVA) Santoso, Yoga Budhi; Rahma, Shafina Althafia; Novianti, Ranti; Meggy, Hendriano
Jurnal ORTOPEDAGOGIA Vol 10, No 1 (2024): July
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v10i12024p65-69

Abstract

Membaca adalah keterampilan yang penting bagi semua orang termasuk anak dengan NonVerbal Autism (NVA), dikarenakan membaca adalah jantungnya pembelajaran di sekolah. Sayangnya, anak dengan NVA seringkali tidak mendapatkan pembelajaran membaca yang salah satunya dikarenakan stigma bahwa ketika seseorang tidak bisa bicara, maka dia tidak bisa membaca. Membaca adalah keterampilan yang kompleks terlebih bagi anak dengan NVA. Pembelajaran tersturkur dengan pendekatan sight word reading bagi anak dengan NVA terbukti dapat meningatkan keterampilan membaca mereka, namun pendekatan ini mensyaratkan anak dengan NVA untuk memiliki pemahaman bahasa dan kemampuan visual diskriminasi yang baik untuk siap diajarkan membaca. Penelitian ini bertujuan untuk mengetahui sejauh mana kemampuan anak dengan NVA dalam menguasai prasyarat membacanya yang meliputi aspek pemahaman bahasa dan visual diskrimimasi. Penelitian ini dilakukan di Sekolah Luar Biasa (SLB) mitra di kota Malang dengan melibatkan 11 subjek anak dengan NVA. Hasil penelitian menunjukkan dalam kemampuan prasyarat membaca anak dengan NVA menunjukkan hasil yang beragam untuk kemampuan pemahaman bahasa, namun untuk kemampuan visual diskriminasi menunjukkan hasil baik untuk hampir semua anak.
Motor Milestones and Autism Spectrum Disorder: Insights from Denver II-Based Assessments Santoso, Yoga Budhi; Siregar, Ernie C; Novianti, Ranti; Astuti, Eka Yuli; Sptian, Fajar Indra
Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Vol 24, No 2 (2024): JASSI Anakku: Volume 24, Issue 2, 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jassi.v24i2.77918

Abstract

Motoric impairments are not among the primary challenges faced by children with autism spectrum disorder (ASD), but many studies have found that various motoric impairments are often encountered in children with ASD. This study focused on identifying the gap in gross motor milestones in children with ASD. The study involved 15 children with ASD, consisting of 14 boys and 1 girl, aged 3-6 years. After conducting a developmental screening using the Denver-II, it was found that the average gap in motor development wasapproximately 1 year and 7 months behind what is expected, with the three motor development tasks most frequently not mastered by children with ASD compared to typically developing children their age being the ability to throw a ball upwards, jump forward, and stand on one foot for a fewseconds.
The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education Astuti, Eka Yuli; Ratnawulan, Teti; Santoso, Yoga Budhi; Pertiwi, Dwi Endah; Ridwan, Prinanda Gustarina; Effendi, Zulfa Rahmah
Journal of ICSAR Vol 7, No 1 (2023): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i12023p171

Abstract

Online learning has been running in Indonesian universities due to the COVID-19 outbreak. Online learning has become a challenge to both parties, lecturers, and students with special needs. The use of several online platforms for learning has not provided accessibility for students who are blind and deaf. To pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. The purpose of the study is to develop a learning model that can be used for online learning using an interactive website. The interactive Web-Based Learning Model is an innovative learning model which is designed for special needs students to access online learning more effectively. The procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. The research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. The result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. The website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. This model consists of the following stages: 1) Planning which includes needs analysis and content analysis, 2) The learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) Evaluation includes test and non-test in the form of process and result in analysis.
Sexual Stigma and Self-Actualization of Persons with Disabilities Santoso, Yoga Budhi; Tukimin, Sunardi; Rochyadi, Endang; Aprilia, Imas Diana; Juhanaini, Juhanaini; Wibowo, Setyo Wahyu; Fatimatuzzahra, Ana; Ridwan, Prinanda Gustarina; Rahma, Zulfa; Novianti, Ranti
Journal of ICSAR Vol 9, No 1 (2025): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v9i1p9

Abstract

This study aims to examine the stigma experienced by persons with disabilities, focusing on physical and sexual stigma and its relationship with self-actualization. Using a qualitative approach, the study involved 11 individuals with disabilities aged 20–31 years from various regions in Indonesia. Data were collected through questionnaires addressing sources and forms of stigma, as well as participants’ perceptions of their ability to achieve self-actualization, particularly in romantic and sexual relationships. Findings indicate that more than half of the respondents experienced stigma related to their physical condition, especially from family and neighborhood environments. Sexual stigma was less prevalent, with only a quarter of participants reporting such experiences, likely due to the cultural taboo surrounding sexuality in Indonesia. Notably, male participants were more likely to face stigma from family members, while females encountered it more in social settings. Despite facing stigma, the majority of respondents maintained a positive belief in their ability to form fulfilling relationships and achieve self-actualization. Only one respondent expressed doubt about finding a suitable partner. These findings suggest that while stigma remains a persistent issue, it does not uniformly hinder self-actualization, as individual resilience, religious beliefs, and social support play moderating roles. Further research with a larger and more diverse population is needed to better understand how stigma impacts individuals with disabilities across different cultural and social contexts.
Developing Computational Thinking Questions for Upper Elementary Students with Mild Autism Spectrum Disorder Al Husaeni, Dwi Novia; Munir, M.; Rasim, R.; Santoso, Yoga Budhi; Prabawa, Harsa Wara; Kusnendar, Jajang
Indonesian Journal of Community and Special Needs Education Vol 4, No 2 (2024): IJCSNE: September, 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijcsne.v4i2.78944

Abstract

This research developed questions to measure the improvement in computational thinking (CT) abilities of children with mild autism spectrum disorder (ASD). A quantitative approach was used in this research, with data collection through filling out expert judgment questionnaires by material experts and questions related to CT. The study results showed that the questions created were considered good for use in improving the CT abilities of children with ASD. The results of material expert validation showed an average value of 78.32%, which falls into the good category. In contrast, the question expert validation gives a perfect score, which confirms the validity of the questions created for the material and learning objectives used. The question instrument developed includes three main components of CT, namely decomposition, pattern recognition, and algorithm design, with a design that uses images and visual elements as well as simple instructions to facilitate understanding and involvement in children with ASD. This study bring a positive contribution to the development of more inclusive and effective CT learning for children with ASD.
The Optimizing Differentiated Learning in Elementary Schools: An Experimental Study of the CIRC Method for Children with Reading Difficulties Novianti, Ranti; Yunus, Melor MD; Sriyanti, Sisca; Santoso, Yoga Budhi; Purnamasari, Ica; Nadiyah, Salma; Ana Fatimatuzzahra
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.92236

Abstract

Reading difficulties, especially among students with dyslexia, pose a serious obstacle to the development of academic and social competencies. This study examines the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving the reading comprehension of students with reading difficulties in a differentiated learning context. This study uses a quantitative approach with a one-group pretest-posttest pre-experimental design. The sample consisted of 11 fourth and fifth-grade students identified as having dyslexia through teacher assessments and initial observations. Data were collected using reading comprehension tests at pretest and posttest, as well as observations of the intervention process. Data analysis was conducted using the Wilcoxon test to determine statistical differences in scores. The results showed an increase in the average score from 15.2 to 25 after the implementation of the CIRC method. The Asymp. Sig. (2-tailed) of 0.003 (<0.05) indicates a statistically significant improvement. The conclusion of this study confirms that CIRC can create a collaborative and inclusive learning environment that contributes to increased student engagement and confidence in reading. Implications suggest that CIRC is recommended as an effective differentiated learning strategy for students with reading difficulties in elementary school.
Co-Authors Al Husaeni, Dwi Novia Ana Fatimatuzzahra Dwi Endah Pertiwi Eka Yuli Astuti Endang Rochyadi, Endang Fatimatuzzahra, Ana Imas Diana Aprilia Juhanaini, Juhanaini Kusnendar, Jajang M. Munir Meggy, Hendriano Mustika, Argiasri Nadiyah, Salma Prabawa, Harsa Wara Pratama, Azhar Purnamasari, Ica Rahma, Shafina Althafia Rahma, Zulfa Ranti Novianti Rasim, R. Ridwan, Prinanda Gustarina Siregar, Ernie C Siregar, Ernie C. Sptian, Fajar Indra Sriyanti, Sisca Teti Ratnawulan Tukimin, Sunardi Wibowo, Wahyu Setyo Yunus, Melor Md Zulfa Rahmah Effendi