Articles
<![CDATA[The Importance of Early Intervention for Children with Autism Spectrum Disorder ]]>
<![CDATA[Nurfallah, Restu]]>;
<![CDATA[Azmi, Sarah Nurul]]>;
<![CDATA[Dhiaulhaq, Nadia Salsabila]]>;
<![CDATA[Astuti, Eka Yuli]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.470
<![CDATA[Autism spectrum disorder is a comprehensive developmental disorder that can result in barriers in several aspects of development such as social, communication, and behavioral aspects from mild to severe. The symptoms of autism generally appear before the child reaches the age of 3 years. Currently, the exact cause of autism has not been found yet, but some studies suggest that the cause of autism is a disturbance in the function of the central nervous system caused by abnormalities in brain structure. Disorders experienced by children with autism are disorders in the field of social interaction such as the absence of eye contact with the interlocutor, in the field of communication both verbal and non-verbal. Intensive and optimal early intervention that can be useful for the treatment of autistic children is commonly referred to as therapy.]]>
<![CDATA[Motor Milestones and Autism Spectrum Disorder: Insights from Denver II-Based Assessments ]]>
<![CDATA[Santoso, Yoga Budhi]]>;
<![CDATA[Siregar, Ernie C]]>;
<![CDATA[Novianti, Ranti]]>;
<![CDATA[Astuti, Eka Yuli]]>;
<![CDATA[Sptian, Fajar Indra]]>
<![CDATA[ Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Vol 24, No 2 (2024): JASSI Anakku: Volume 24, Issue 2, 2024 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v24i2.77918
<![CDATA[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.]]>
<![CDATA[MSME Development Through Packaging Design, Labels and Trademark Registration ]]>
<![CDATA[Fadhilah, Eka Yuli Astuti]]>;
<![CDATA[Fadhilah, Rahma]]>;
<![CDATA[Putri, Yessa Meidina]]>;
<![CDATA[Anjani, Ayu Sri]]>;
<![CDATA[Azkia, Zahratul]]>;
<![CDATA[Hasanah, Alfiyah Nurul]]>;
<![CDATA[Saharani, Silvi Intan]]>;
<![CDATA[Fauziah, Silva]]>;
<![CDATA[Sintawati, Cucu]]>;
<![CDATA[Lesmana, Indra]]>
<![CDATA[ AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Vol 4, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[CV. Rayyan Dwi Bharata ]]>
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DOI: 10.57235/aurelia.v4i1.4401
<![CDATA[The MSME sector plays an important role in the development of the national and regional economy. MSMEs can increase income, reduce unemployment rates in villages and can increase entrepreneurial experience. Mekarsari Village has a variety of MSMEs which have great potential to improve community welfare. However, the problem faced by MSME in Mekarsari Village is a lack of knowledge about creating packaging designs, labels and registering trademarks to protect intellectual property rights. The aim of this service is to provide assistance in creating and updating packaging and labels so that the products produced are more attractive and have a higher selling price, as well as providing knowledge about how to register trademarks so they can compete with competitors. The methods used in this service are direct observation, interviews and discussions and implementation. The results obtained from this service are the creation of understanding among MSME players in Mekarsari village about how to make packaging and labels so that the products produced are more innovative. This service also increases the legal awareness of the MSME community regarding the importance of registering trademarks and how to register these brands.]]>
<![CDATA[The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education ]]>
<![CDATA[Astuti, Eka Yuli]]>;
<![CDATA[Ratnawulan, Teti]]>;
<![CDATA[Santoso, Yoga Budhi]]>;
<![CDATA[Pertiwi, Dwi Endah]]>;
<![CDATA[Ridwan, Prinanda Gustarina]]>;
<![CDATA[Effendi, Zulfa Rahmah]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023): January ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p171
<![CDATA[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.]]>
<![CDATA[A Classroom for All: Innovative UDL-Based Instructional Models and Media for Students with Disabilities ]]>
<![CDATA[Septiana, Fajar Indra]]>;
<![CDATA[Mastiani, Emay]]>;
<![CDATA[Suwandari, Lilis]]>;
<![CDATA[Astuti, Eka Yuli]]>;
<![CDATA[Pertiwi, Dwi Endah]]>;
<![CDATA[Qohar, Hendri Abdul]]>;
<![CDATA[Rachmah, Siti]]>;
<![CDATA[Almarogi, Ahmad Mugni]]>
<![CDATA[ QISTINA: Jurnal Multidisiplin Indonesia Vol 4, No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[CV. Rayyan Dwi Bharata ]]>
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DOI: 10.57235/qistina.v4i1.6240
<![CDATA[This study aims to develop an inclusive learning model and media based on Universal Design for Learning (UDL) for blind and deaf-mute students in the Special Education Study Program, Faculty of Teacher Training and Education, Universitas Islam Nusantara. The study uses a qualitative descriptive approach and follows the ADDIE development model. Data were collected through needs assessment, interviews, and observation. The results show that blind students require auditory-based media compatible with assistive technologies, while deaf-mute students require media emphasizing visuals and text. The developed products include accessible digital modules and captioned videos usable by all students. The study concludes that a UDL-based learning design effectively accommodates the diverse needs of students in an equitable and inclusive manner.]]>
<![CDATA[Norman Fairclough’s Critical Discourse Analysis: The Moral Identity of the Poor Community in the Short Story Anthology Paron ]]>
<![CDATA[Putri, Salsabila Kanina]]>;
<![CDATA[Astuti, Eka Yuli]]>
<![CDATA[ Wacana : Jurnal Bahasa, Seni, dan Pengajaran Vol 9 No 2 (2025): Oktober 2025 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jbsp.v9i2.2
<![CDATA[This study aims to reveal the moral identity of the poor community as represented in two short stories from the anthology Paron by Poerwadhie Atmodihardjo using Norman Fairclough’s Critical Discourse Analysis (CDA) approach. A qualitative method with content analysis was employed, focusing on two short stories entitled Kikis (Fragmen Urip) and Wekasane Krisis. The analysis was based on Fairclough’s three-dimensional model: textual, discursive, and socio-cultural practices. The findings show that the moral identity of the main character reflects internal conflict, indecisiveness, moral deviance such as gambling and corruption, and resignation to social conditions. The production of texts illustrates the author’s background as a Javanese society member who embeds social criticism through the use of metaphors and culturally nuanced diction. Text consumption indicates the potential for reader reflection on the depicted reality. The implication of this study highlights that literary works in regional languages like Javanese short stories (cerkak) can serve as a representative medium to critically explore the crisis of moral identity and the socio-cultural dynamics of the poor community.]]>
<![CDATA[A Project-Based Learning at University: Preparing Special Education Teachers ]]>
<![CDATA[Khoeriah, N. Dede]]>;
<![CDATA[Effendi , Zulfa Rahmah]]>;
<![CDATA[Astuti , Eka Yuli]]>;
<![CDATA[Nugroho, Yuli Sutoto]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.105
<![CDATA[Project Based Learning (PBL) is a student-oriented learning approach based on activities or projects. This study aims to describe the PBL learning model for students in vocational education courses for children with intellectual disabilities. This research focuses on vocational learning for students with modality-based intellectual disabilities; syntax implementation in the PBL model and lesson plans. The research method used is descriptive qualitative. The results showed that through PBL learning there was an increase in student competence in the following aspects: 1) Understanding of the concept of the PBL learning model; 2) the ability to analyze Competencies, especially the mapping of competency units from the Special Competency Standards for Persons with Disabilities in accordance with aspects of knowledge and skills in Competencies; 3) competency in compiling task analysis; 4) competence in understanding the modalities of students with intellectual disabilities. Therefore, the PBL learning model strategy needs to be continuously implemented to form good competence for students as prospective special education teachers.]]>
<![CDATA[The Use Of Puzzle Media In Improving The Mathematical Ability Of Children With Mild Mental Disabilities ]]>
<![CDATA[Firma, Destiani]]>;
<![CDATA[Astuti, Eka Yuli]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1340
<![CDATA[This study aims to describe the use of puzzle media in improving the arithmetic skills of mildly mentally disabled third-grade students at SLB BC Bina Mandiri Garut. The background of this study focuses on the need for mildly mentally disabled children to have concrete learning media that suits their characteristics, especially in understanding basic mathematics. The method used was qualitative descriptive, while data collection techniques were conducted through observation, interviews, and documentation. The results of the study indicate that puzzle media can enhance children's attention and learning motivation, although there are some challenges such as limitations in fine motor skills and difficulty in understanding instructions. Teachers addressed these challenges by providing intensive guidance, modifying the media, and implementing positive reinforcement strategies. This study contributes to the development of adaptive learning in special education.]]>
<![CDATA[Pengaruh Metode Whole Language Berbasis ABA (Applied Behavior Analysis) Untuk Meningkatkan Kemampuan Membaca Permulaan Bagi Anak Autism Non-Verbal ]]>
<![CDATA[Eka Yuli Astuti]]>;
<![CDATA[Abyan Wardah Salsabila]]>;
<![CDATA[Yoga Budhi Santoso]]>
<![CDATA[ SPEED Journal : Journal of Special Education Vol. 6 No. 2 (2023) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Luar Biasa Universitas PGRI Argopuro Jember ]]>
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DOI: 10.31537/speed.v6i2.937
<![CDATA[Autism Spectrum Disorder (ASD) adalah kondisi perkembangan yang meliputi kekurangan dalam kemampuan sosial, komunikasi, dan ketertarikan yang terbatas. Pada persentase yang ada 50% anak autism tidak dapat berbicara. Dan subyek dalam penelitian ini adalah anak autism non-verbal yang mengalami hambatan dalam membaca dengan cara menunjukkan kata dengan gambar. Pendekatan whole language dapat digunakan untuk meningkatkan kemampuan membaca permulaan. Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh pendekatan whole language berbasis Applied Behaviour Analysis (ABA) untuk meningkatkan kema mpuan membaca permulaan bagi anak autism non-verbal. Membaca permulaan yang diberikan secara utuh dan terpadu dan pemilihan kata dalam penelitian ini berdasarkan kegiatan sehari hari dan benda yang ada di sekitarnya Metode yang digunakan adalah metode eksperimen dengan menggunakan desain Single Subject Reserch dengan desain penelitan A-B-A. Hasil penelitian ini menunjukan bahwa fase baseline-1 (A-1) masih kurang, hal ini ditunjukan dengan mean level 46%. Pada fase intervensi (B) dengan menggunakan pendekatan whole language untuk meningkatkan membaca permulaan ditunjukan dengan mean level 59,3% dan pada fase baseline-2 (A-2) dimana pemberian intervensi tidak dilakukan menunjukan mean level 68%. Data tersebut menunjukkan kecenderungan arah adanya peningkatan setelah intervensi diberikan. Artinya terdapat peningkatan yang cukup signifikan pada membaca permulaan pada anak autism non-verbal dengan menggunakan pendekatan whole language berbasis ABA.]]>
<![CDATA[Pengaruh Penggunaan Pendekatan Metode Sight Word Dalam Meningkatkan Kemampuan Membaca Anak Down Syndrome Usia 10 Tahun ]]>
<![CDATA[Pertiwi, Dwi Endah]]>;
<![CDATA[Ferlita, Fifi]]>;
<![CDATA[Yuli Astuti, Eka]]>
<![CDATA[ SPEED Journal : Journal of Special Education Vol. 8 No. 1 (2024): SPEED: JOURNAL OF SPECIAL EDUCATION ]]>
Publisher : <![CDATA[Program Studi Pendidikan Luar Biasa Universitas PGRI Argopuro Jember ]]>
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DOI: 10.31537/speed.v8i1.1867
<![CDATA[Membaca dibutuhkan oleh anak anak dengan Down syndrome untuk membantu meningkatkan kemampuan dalam berbahasa dan kemampuan memorinya walaupun tidak sebagai pembaca yang independent, selain itu Anak Down syndrome memiliki kemampuan visual yang lebih baik daripada kemampuan auditorinya sehingga dapat menjadi modal untuk menyampaikan pembelajaran membaca untuk mereka. Penelitian ini melibatkan kemampuan visual mereka dengan pendekatan metoda sight word yang bertujuan untuk mengetahui pengaruh metode tersebut terhadap kemampuan membaca kata dan kalimat anak Down syndrome di Yayasan Sosial Anak Berkebutuhan Khusus Rumah Hasanah Metode penelitian yang digunakan adalah single subject research (SSR) menggunakan desain A-B-A yang terdiri dari baseline-1, intervensi (B) baseline-2 (A2),pengumpulan data dilakukan melalui wawanacara dengan guru dan observasi pada subyek yaitu seorang anak down syndrome. Hasil penelitian menunjukan bahwa terdapat kemajuan terhadap kemampuan membaca pada subyek , sehingga dapat dikatakan metode ini memiliki pengaruh positif terhadap kemampuan membaca subyek seorang anak Down syndrome usia 11 tahun .]]>
