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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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Protection of Children with Special Needs from Gender-Based Sexual Violence Through Family-Based Protection Programs Yanti Lisnawati; Budi Susetyo; Iding Tarsidi; Ahsen Yılmaz; Muhammad Rijaal Qurrota A'yuni
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (2026)
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.v18i2.9286

Abstract

Children with special needs, particularly girls with intellectual disabilities, are at high risk of experiencing gender-based sexual violence due to limitations in communication, understanding of risky situations, and dependence on adults. Despite increasing concerns regarding violence against children with disabilities, studies examining family-based protection integrated with special education interventions remain limited. This study aims to analyze the vulnerability and patterns of gender-based sexual violence experienced by children with intellectual disabilities and to examine the effectiveness of family-based protection programs through Special Programs (Progsus) and Reproductive and Sexual Health Education (PKRS). This study employed a descriptive qualitative approach using a case study design involving a 15-year-old girl with intellectual disabilities at State Special School 02 in Serang City, Indonesia. Informants included parents, teachers, and school personnel involved in the intervention process. Data were collected through gender-based violence assessments, in-depth interviews, observations, program documentation, and assistance records. Data were analyzed thematically using the interactive model of Miles, Huberman, and Saldaña, with triangulation employed to ensure trustworthiness. The findings revealed that the child experienced moderate levels of sexual violence perpetrated by individuals from her immediate environment. The implementation of Progsus and PKRS through school–family collaboration contributed to psychological recovery and improved self-protection skills, including the ability to recognize private body parts, distinguish safe and unsafe touch, and reject inappropriate treatment. Family involvement also enhanced parental awareness and responsiveness toward potential risks of sexual violence. This study highlights the strategic role of family-based protection programs integrated with adaptive sexuality education in preventing and addressing gender-based sexual violence among children with special needs. The findings provide practical implications for inclusive education policies and child protection programs that are sensitive to disability and gender issues.
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.
Alternative Assessment Strategies and Accommodative Teaching Module Design: A Case Study of Deep Learning Implementation in Inclusive Education Schools Tarsidi, Iding; Homdijah, Oom Sitti; Rochyadi, Endang; Santoso, Yoga Budhi; Nitya, Nita; Fatimatuzzahra, Ana; Rahman, Alif
IJORER : International Journal of Recent Educational Research Vol. 7 No. 4 (2026): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i4.1073

Abstract

This study examines the implementation of inclusive education in Indonesia across three critical dimensions: (1) alternative assessment strategies for students with special needs (e.g., dyslexia and anxiety), (2) inclusive teaching module design grounded in Universal Design for Learning (UDL), and (3) the integration of deep learning through project-based activities. These focal areas address gaps in teacher preparedness and systemic challenges in inclusive classrooms. A descriptive quantitative survey was conducted with 20 teachers comprising regular, subject-specific, and special education educators from inclusive elementary and junior high schools nationwide. Data were gathered via validated Likert-scale questionnaires, analyzed descriptively using MS Excel, and interpreted within Florian’s (2014) inclusive education model. Reliability testing confirmed strong internal consistency (Cronbach’s α > 0.70). Results showed that 85% of teachers applied project-based or portfolio assessments for dyslexic students, 70% integrated UDL principles into multimodal modules, and 65% used contextual projects (e.g., gardening) to foster deep learning. Main challenges included time limitations, scarce resources, and weak teacher collaboration. The study offers empirical insights into integrating adaptive assessment, UDL-based design, and deep learning in inclusive classrooms, proposing a practical framework for teacher training and policy reform. Limitations include the small sample and self-reported data, warranting further mixed-methods research.
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