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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Pedagogia: Jurnal Pendidikan Journal of ICSAR Jurnal ORTOPEDAGOGIA Jurnal Pendidikan (Teori dan Praktik) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Empowerment : Jurnal Pengabdian Masyarakat Mimbar Ilmu Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JPI (Jurnal Pendidikan Inklusi) IJORER : International Journal of Recent Educational Research Inovasi Kurikulum Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus JP (Jurnal Pendidikan) : Teori dan Praktik Journal of Education for Sustainability and Diversity Eduvest - Journal of Universal Studies Jurnal Pendidikan Terapan INCLUSIVE EDUCATION Proceeding of International Conference on Special Education in South East Asia Region Jurnal Penelitian Pendidikan Indonesia
Iding Tarsidi
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Digital Data-Based Inclusive Vocational Learning Capital in Injection Motor Maintenance Material for Deaf Students Naufal Irsan Sani Oktalgifari; Iding Tarsidi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8596

Abstract

Inequality in access to modern technology in vocational education for deaf students is a major obstacle to developing job skills aligned with current industry needs. This study aims to implement and evaluate the effectiveness of digital technology-based vocational learning in Honda injection motor maintenance for deaf students at Special Schools (SLB). The method used is a descriptive qualitative method, involving 2–4 SMALB students as research subjects. Data collection techniques include observing practical activities, documenting, interviewing vocational teachers, and evaluating student skills. A case study was chosen to describe the contextual application of digital technology-based Honda injection engine maintenance learning using K-Line-based OBD FTDI for deaf students in special education units. The learning stages included introduction to tools, demonstrations, data reading practice, diagnosis result interpretation, visual discussions, and basic corrective actions. The results show that students can understand the tools' functions, read fault codes, and visually identify technical problems. Obstacles in understanding technical terms are overcome through visual media-based learning strategies, illustrated guidebooks, and video tutorials. In terms of affection and participation, this learning increases student motivation, confidence, and active involvement in practice. Vocational teachers play a strategic role in simplifying technical concepts into adaptive visual and procedural forms. New findings from this study indicate that the use of digital automotive diagnostic tools as learning media can help bridge the communication barriers faced by deaf students in technical learning contexts. Thus, this approach is considered effective and feasible for continuous integration into the SLB vocational curriculum.
The Effectiveness of Digital Interactive Media (Live Worksheets) in Improving SPOK Sentence Structure Understanding among Deaf Students Nadia Syifa Azzahra; Budi Susetyo; Iding Tarsidi
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.997

Abstract

This study aims to examine the effectiveness of Live Worksheets as digital interactive media in improving SPOK (Subject, Predicate, Object, Adverb) sentence structure understanding among deaf students in special education. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design involving 13 deaf students at the SMALB level of SLB Negeri Pangeran Cakrabuana selected through random sampling. Data were collected using multiple-choice and essay tests and analyzed using the Wilcoxon Signed Rank Test and N-Gain analysis. The findings showed a significant improvement in students’ understanding of SPOK sentence structure after the implementation of Live Worksheets, with the average score increasing from 52.04 in the pretest to 80.84 in the posttest and an N-Gain score of 61% categorized as moderate improvement. The Wilcoxon test result showed a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between pretest and posttest scores. These findings imply that Live Worksheets can serve as an effective interactive learning medium to support Indonesian language learning, particularly sentence structure instruction for deaf students in special education settings. The originality of this study lies in the application of Live Worksheets specifically to improve SPOK sentence structure understanding among deaf students, an area that has received limited attention in previous studies.
The Implementation of Smart Iron as Supporting Technology for Blind Junior High School Students in Ironing Activities at SLBN A Citeureup Tiara Salshabilla Rafa; Ia Salsabila; Indah Auliya Muchtar; Nadia Syifa Azzahra; Shafira Indah Koeswardianie; Budi Susetyo; Iding Tarsidi
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.1208

Abstract

Purpose: This study aims to examine the implementation of a smart iron as assistive technology to support visually impaired junior high school students in ironing activities at SLBN A Citeureup, particularly in improving independence, orientation and mobility, and daily living skills. Methods: This research employed a qualitative descriptive approach involving visually impaired junior high school students, skills teachers, and school staff at SLBN A Citeureup. Data were collected through observation, interviews, and documentation. The observations focused on students’ orientation and mobility development, social development, and independence during ironing activities using the smart iron. Data were analyzed through data reduction, data presentation, and conclusion drawing, while source and method triangulation were used to ensure data validity. Findings: The findings revealed that the implementation of the smart iron positively influenced students’ independence, confidence, and practical life skills. Students were able to recognize the parts and functions of the smart iron, follow audio instructions, distinguish temperatures through sound or vibration features, and iron clothes safely with minimal teacher assistance. In addition, the use of the smart iron improved students’ motor coordination, tactile abilities, social responsibility, and confidence in performing household activities independently. Teachers also confirmed that the voice guidance and automatic temperature features enhanced safety and reduced students’ dependence on assistance. Research Implications: The findings imply that assistive technology can play an important role in supporting inclusive education and daily living skills development for visually impaired students. The smart iron can be utilized as an adaptive learning medium to improve accessibility, safety, and independence in vocational and household activities. Originality: This study offers originality by specifically developing and implementing a smart iron with voice and sensor features as assistive technology for visually impaired students in ironing activities, an area that has received limited attention in previous studies.
Development of Cell phone Straps Beading Vocational Training Program for Children with Intellectual Disabilities Fitri Maulidazani; Cece Rakhmat; Iding Tarsidi; Wulan Syakinah Munggaran Sari; Oom Sitti Homdijah; Riksma Nurahmi Rinalti Akhlan
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, April 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p61-66

Abstract

Training provided to children with special needs is increasingly developing along with the advancement of human resource thinking. These training are assisted by the presence of technology that provides easiness for individuals to obtain information easily and quickly, as well as to foster innovation, including in the creation of handicrafts. An example of the handicraft innovation is stringing cell phone straps. This research used a field study method to collect data directly and evaluate real situations. The research objectives are developing educational programs for children with intellectual disabilities, validating theories with field evidence, and gaining practical insights into the studied problems. The implementation was carried out to three students. All students were able to follow well and showed significant progress when working on the stages of making cell phone straps from the beginning to the packaging stage. Vocational programs that focus on making cell phone straps for children with intellectual disabilities provide valuable opportunities for them to develop practical skills and creativity. Through this activity, children can learn to use various simple materials and tools to create other products that have economic advantages.
Rehabilitative Counseling Intervention for Children with Motor Disabilities: A Case Study at SLB Rodame Samosir; Budi Susetyo; Iding Tarsidi
Mimbar Ilmu Vol. 31 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v31i1.105423

Abstract

The lack of optimal implementation of rehabilitative counseling services in supporting the comprehensive and sustainable psychological and social development of students with motor disabilities is the main problem in this study. This study aims to explore the implementation and impact of rehabilitative counseling in improving the psychosocial well being of students with motor disabilities in special education settings. This research uses a qualitative approach with a case study design involving students with motor disabilities, special education teachers, school counselors, and parents. Data were collected through participatory observation, in-depth interviews, and documentation studies, and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing and verification. The results show that rehabilitative counseling, delivered through individual and group services focusing on self acceptance, emotional regulation, and social skills, has a positive impact by increasing students’ self confidence, emotional openness, and social participation. The biopsychosocial approach and client-centered counseling have proven effective in supporting students’ psychosocial well-being, while collaboration between counselors, teachers, and parents plays an important role in ensuring service sustainability. The conclusion indicates that structured and collaborative rehabilitative counseling is effective in improving the psychosocial well-being of students with motor disabilities, while the implication emphasizes strengthening integrated services, improving educators’ competencies, and optimizing collaboration between schools and parents.
Fragmented AI Adoption in Indonesian Special Education: An Adaptive Multi-Layer Iterative Model for Differentiated Instruction in Intellectual Disability Contexts Ajeng Suryani; Budi Susetyo; Iding Tarsidi; Hana Qurrotul Uyun; Mennatallah Elsabagh
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20277

Abstract

This study aims to investigate patterns of AI utilization for students with intellectual disabilities and develop the Adaptive Multi-Layer Iterative Model (AMLIM) as a conceptual framework for integrating AI into differentiated instruction practices for students with intellectual disabilities in Indonesia. Using a qualitative-dominant mixed-methods design, this study combines systematic literature synthesis and survey data from 80 special education teachers from public and private special schools across multiple provinces in Indonesia, predominantly West Java and South Sumatra. Data were analyzed using descriptive statistics and thematic synthesis. Results show that 81.5% of teachers perceived AI as beneficial for instructional material development, but only 30.9% had received formal AI-related training, while 85.2% relied primarily on social media for AI-related knowledge. Although 64.2% adapted AI-generated materials to students’ individual needs, implementation remains fragmented and concentrated in instructional preparation rather than systematic assessment and documentation. To address these limitations, this study proposes the Adaptive Multi-Layer Iterative Model (AMLIM), a feedback-based framework integrating pedagogical processes, adaptive personalization, assessment documentation, and governance structures. The model promotes a more systematic, documented, and accountable approach to AI-supported differentiated instruction in special education.
Integrating Universal Design for Learning and Individualized Education Plans in Inclusive Education: A Systematic Literature Review Siti Rokhmah Sobariah; Budi Susetyo; Iding Tarsidi; Eka Yuli Astuti; Ezza Mad Baguri
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9329

Abstract

Inclusive education requires curriculum frameworks that accommodate learner diversity while ensuring individualized support for students with special educational needs. Although Universal Design for Learning (UDL) and Individualized Education Plans (IEPs) are widely recognized as complementary approaches, evidence regarding their integration within inclusive curriculum design remains fragmented. This study aims to synthesize research trends, implementation patterns, empirical impacts, and challenges associated with the integration of UDL and IEPs in inclusive education. A Systematic Literature Review (SLR) was conducted following the framework of Denyer and Tranfield (2009) and PRISMA guidelines. Literature published between 2015 and 2025 was retrieved from Scopus, Web of Science, ERIC, SpringerLink, Taylor & Francis, and Google Scholar. After a rigorous screening and quality appraisal process using CASP and JBI instruments, ten high-quality studies were included in the final synthesis. The findings reveal that UDL consistently enhances learning accessibility, student engagement, and academic achievement through flexible instructional design and multimodal learning opportunities. However, the integration of UDL and IEPs remains largely fragmented and is rarely institutionalized within formal curriculum policies. Successful implementation is supported by professional development, collaborative practices among educators, strong school leadership, and access to educational technology, while administrative burdens and limited policy alignment remain significant barriers. This review highlights the need for a systemic framework that integrates universal curriculum design with individualized planning to strengthen sustainable inclusive education practices.
Practical-Based Culinary Education to Develop Vocational Skills for Deaf Students at SLBN Cicendo Febianty Diane Suherman; Imas Diana Aprilia; Juhanaini Juhanaini; Budi Susetyo; Iding Tarsidi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9373

Abstract

Vocational education plays a critical role in preparing deaf students for successful participation in employment and independent living. However, vocational programs in special schools often emphasize technical instruction without adequately connecting learning experiences to outcomes in the school-to-work transition. This study aimed to examine how practice-based culinary learning contributes to the development of vocational competence and transition readiness among deaf students from a Life Centered Career Education (LCCE) perspective. A qualitative implementative case study was conducted at SLBN Cicendo involving deaf students and vocational teachers participating in a culinary training program. Data were collected through participant observation, semi-structured interviews, documentation, and performance-based assessment, and were analyzed using interactive and thematic analysis. The findings revealed that practice-based culinary learning strengthened students’ procedural competence, work accuracy, task responsibility, independence, and adaptive work behaviors through authentic and visually supported learning experiences. Repeated hands-on activities enabled students to internalize workplace routines and develop employability-related skills, including discipline, collaboration, and persistence. From an LCCE perspective, the learning process functioned not only as vocational training but also as a structured school-to-work transition mechanism that connected technical competence with daily living and occupational skills. This study contributes to special education literature by demonstrating how experiential vocational learning can operationalize LCCE principles in deaf education and support transition-oriented instructional practices. The findings offer practical implications for developing vocational curricula and transition programs that better prepare deaf students for inclusive employment opportunities.
The Effectiveness of Shaping Techniques in Improving Independence in Genital Hygiene Among Students with Moderate Intellectual Disabilities Galih Gustiana Wijaya; Budi Susetyo; Iding Tarsidi
Eduvest - Journal of Universal Studies Vol. 6 No. 5 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i5.53168

Abstract

Health in the reproductive organs is important for adolescents, including children with disabilities. Although disabled children have shortcomings and limitations in terms of their intellect, they require independence in taking care of personal needs, especially in terms of maintaining the cleanliness of the reproductive organs. Interventions are needed that can encourage the independence of personal hygiene skills of genitalia of children with disabilities. One of the alternative behavior modifications that can be applied to increase the independence of children with disabilities is shaping. This study aims to increase the independence of personal hygiene genitalia of students with moderate disabilities at SLB Satria Galdin. The method used was Single Subject Research with an A-B-A design. Data is collected through performance tests using test instruments. The data obtained was analyzed using descriptive statistical analysis and displayed in simple line graphs. The results of this study showed an increase in independence in students in genitalia personal hygiene skills, evidenced by an increase in the mean level in conditions at baseline 1 (A-1) by 54.10%, intervention (B) by 62.70% and baseline 2 (A-2) by 78.70%. Based on these results, it can be concluded that the shaping technique is effective in increasing the independence of genitalia personal hygiene in students with moderate intellectual disabilities, as demonstrated by the progressive improvement across all phases with zero percentage overlap between baseline and intervention phases, indicating that the intervention had a positive and meaningful impact on the target behavior.
Pedagogical interventions for braille Qur’an literacy in learners with visual impairment: A systematic literature review Safaruddin Safaruddin; Budi Susetyo; Iding Tarsidi; Imas Diana Aprilia
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266906

Abstract

Braille Qur’an literacy is a critical competency for Muslim learners with visual impairment, yet the evidence base for effective pedagogical interventions remains fragmented and methodologically immature. This systematic literature review synthesized evidence from 23 studies addressing teaching and learning of Braille Qur’an or Braille Arabic literacy among learners with visual impairment, following PRISMA 2020 guidelines. Searches across five databases in October and November 2024 yielded 387 records; 23 met pre-specified inclusion criteria after screening. Eligible studies were categorized as primary evidence (direct Braille Qur’an pedagogy, n = 17) or secondary evidence (general Braille literacy or learning science relevant to the domain, n = 6). Quality appraisal using the standard MMAT version 2018 (Hong et al., 2018) identified one high-quality study, seven moderate-quality studies, and fifteen low-quality studies, reflecting an immature evidence base. Thematic synthesis identified four clusters: method and technique-oriented approaches (n = 10), media and assistive technology interventions (n = 6), teacher role and competency studies (n = 4), and cognitive-pedagogical framework studies (n = 3). Five critical gaps were identified across the evidence: absence of theory-grounded instructional models, fragmented outcome measurement, absence of cognitive load as a design principle, insufficient experimental rigor, and geographic concentration. Conclusions from this review are provisional, given the preponderance of low-quality primary evidence. The review provides a structured foundation for a new generation of theoretically informed, rigorously designed research in this domain.
Co-Authors Abdurahman SR, Maman Ahmad Nawawi Ahsen Yılmaz Ajeng Suryani Akhlan, Riksma Nurahmi Rinalti Anira Zakiyyah Febrianti Arifin, Tazul Aripiani, Dena Tresna Atma Widia Budi Susetyo Budi Susetyo Dedy Kurniadi Dira Rosalia Nurkholifah Ediyanto Eka Yuli Astuti El-sabagh, Mennatallah Elvina Hapsari Endang Rochyadi, Endang Euis Heryati Euis, Heryati Ezza Mad Baguri Fadly Halim Hutasuhut Farhan, Mochamad Fatimatuzzahra, Ana Febianty Diane Suherman Fitri Maulidazani Galih Gustiana Wijaya Gustian, Rizky Hakim, Anisah Oktafiani Hana Qurrotul Uyun Hapsari, Elvina Hasan, Herlina Hernawati, Tati Homdijah, Oom Sitti Ia Salsabila Ila Kamila Imas Diana Aprilia Indah Auliya Muchtar Juhanaini Juhanaini Kusumastuti, Shinta Dewi Martasuta, H.M. Umar Djani Meggy, Hendriano Mennatallah Elsabagh Moch Ridwan, Moch Muhammad Rijaal Qurrota A’yuni Nadia Syifa Azzahra Naila Cynthia Fajrin Nandi Warnandi Naufal Irsan Sani Oktalgifari Nitya, Nita Nugraheni, Khoiri Qurrotul Uyun, Hana Rahman, Alif Rahmanissa, Fashihah Rahmat, Cece Rakhmat, Cece Ramadhani, Tira Haemi Ranti Novianti Ratnawati, Andayani Ria Tri Handayani Rina, Apriani Riska Nur Azizah Riyani, Indri Robeni, Beni Reza Rodame Samosir S. Sunardi Safaruddin Safaruddin Salma Nadiyah Salma Nadiyah Santoso, Yoga Budhi Septiani, Elsa Dikeu Shafira Indah Koeswardianie Siti Rokhmah Sobariah Suherman, Yuyus Sunardi Tukimin Suryani, Ajeng Susilah, Ira Susilawati, Sinta Yuni Tambrin, Nita Nitya Intan Tiara Salshabilla Rafa Wina Try Saptari Wulan Syakinah Munggaran Sari Yanti Lisnawati Yoga Budhi Santoso Yusi Adetia Putri Yusnisari, Sinta