Article Per Year (5 Year)
p-Index From 2021 - 2026
1.116
P-Index
This Author published in this journals
All Journal CERMIN: Jurnal Penelitian INTEGRITAS : Jurnal Pengabdian Algebra : Jurnal Pendidikan Sosial dan Sains
Pratiwi, Rara Ajeng
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
EVALUASI AKSESIBILITAS LABORATORIUM PEMBELAJARAN DALAM MENDUKUNG PROGRAM PERGURUAN TINGGI INKLUSIF BAGI DISABILITAS NETRA BERBASIS TEORI INDEX FOR INCLUSION Budi, Setia; Ambiyar, Ambiyar; Rizal, Fahmi; Hidayatullah, Habib; Pratiwi, Rara Ajeng
CERMIN: Jurnal Penelitian Vol 9 No 2 (2025): AGUSTUS - DESEMBER
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat - Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/cermin_unars.v9i2.7185

Abstract

Penelitian ini bertujuan untuk mengevaluasi aksesibilitas laboratorium pembelajaran bagi mahasiswa disabilitas netra di Departemen Pendidikan Luar Biasa Universitas Negeri Padang dengan menggunakan kerangka Index for Inclusion. Pendekatan penelitian adalah deskriptif kualitatif dengan pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi terhadap lima mahasiswa netra (totally blind). Analisis data menggunakan kategori tiga dimensi Index for Inclusion, yaitu budaya inklusif (sikap civitas akademika), kebijakan inklusif (aturan dan regulasi kampus), serta praktik inklusif (fasilitas fisik dan adaptasi pembelajaran). Hasil penelitian menunjukkan bahwa: (1) secara budaya, masih terdapat keterbatasan pemahaman civitas akademika mengenai kebutuhan mahasiswa netra; (2) secara kebijakan, belum terdapat regulasi resmi yang mengatur aksesibilitas laboratorium; dan (3) secara praktik, fasilitas fisik seperti guiding block, label braille, dan tata letak laboratorium belum optimal. Temuan ini berkontribusi dalam memberikan evaluasi berbasis teori Index for Inclusion dan menjadi dasar rekomendasi kebijakan praktis untuk program pengembangan laboratorium pembelajaran di perguruan tinggi yang lebih ramah disabilitas.
Program Peningkatan Kompetensi Guru Sekolah Luar Biasa dalam Penyusunan Adaptive E-Module Berbasis Ispring untuk Disabilitas Rungu di Kota Padang Budi, Setia; Afnida, Mutia; Simargolang, Zahriyah; Handayani, Endang Sri; Yuliana, Sari; Pratiwi, Rara Ajeng; Sari, Nadia Wulan; Mahendra, Alan
INTEGRITAS : Jurnal Pengabdian Vol 10 No 1 (2026): JANUARI - JULI
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat - Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/integritas.v10i1.7177

Abstract

Penggunaan media pembelajaran digital yang adaptif merupakan kebutuhan mendesak bagi siswa disabilitas rungu. Namun, sebagian besar guru di Sekolah Luar Biasa (SLB) masih menghadapi keterbatasan dalam penguasaan teknologi pembelajaran. Artikel ini bertujuan untuk mendeskripsikan pelaksanaan program peningkatan kompetensi guru dalam penyusunan adaptive e-module berbasis iSpring Suite untuk mendukung pembelajaran siswa disabilitas rungu. Metode yang digunakan adalah deskriptif kualitatif dalam bentuk kegiatan pengabdian kepada masyarakat, dengan teknik pengumpulan data berupa observasi partisipatif, wawancara, kuisioner pretest dan posttest, serta dokumentasi hasil pelatihan. Pelaksanaan Kegiatan Pengabdian dilakukan di Kota Padang pada tanggal 26 Juli 2025. Hasil kegiatan menunjukkan peningkatan signifikan dalam pengetahuan dan keterampilan guru, yang ditunjukkan melalui peningkatan skor evaluasi dan tersusunnya e-module adaptif yang mengintegrasikan BISINDO, teks, video, dan elemen interaktif lainnya. Program ini memberikan kontribusi praktis dan teoritis dalam mendukung SDG”s 4 yaitu : Pendidikan Berkualitas, berupa model pelatihan yang dapat direplikasi, serta penguatan praktik inklusif berbasis teknologi. Kesimpulannya, kegiatan ini berhasil membangun fondasi pembelajaran yang lebih inklusif dan berbasis teknologi di SLB, dan disarankan agar dilakukan pengembangan berkelanjutan serta pengukuran dampak langsung terhadap hasil belajar siswa pada kegiatan selanjutnya.
Program Pelatihan Peningkatan Kemampuan Public Speaking dan Presentation Skills bagi Mahasiswa Disabilitas di Perguruan Tinggi Damri, Damri; Arnez, Gaby; Jumiati, Jumiati; Mahyuddin, Nenny; Zulpiani, Mardhatillah; Nasri, Yosa Yulia; Budi, Setia; Pratiwi, Rara Ajeng; Azhar, Fauziah Salsabila; Virlinia, Gisela
INTEGRITAS : Jurnal Pengabdian Vol 10 No 1 (2026): JANUARI - JULI
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat - Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/integritas.v10i1.7211

Abstract

Students with disabilities in higher education face serious challenges in public communication skills, which impact academic participation and workplace readiness. Limited access to inclusive public speaking training exacerbates these barriers. This article aims to describe the implementation and impact of an adaptively designed public speaking and presentation skills training program for students with disabilities at Padang State University. This study involving 20 students with various disabilities. Data were collected through observation, in-depth interviews, documentation, and pretest and posttest instruments. Data were then analyzed using triangulation and the Wilcoxon test. The results showed a significant improvement in participants' presentation skills after the training, with significant contributions in building confidence, structuring message content, and using more effective expressions. These findings contribute to inclusive education practices by providing a training model that can be replicated at other universities. The conclusions emphasize the importance of experiential training programs and assistive technology in empowering students with disabilities and recommend the development of sustainable training with a multimodal approach.
ANALYSIS OF INTERNAL AND EXTERNAL FACTORS AFFECTING THE LEARNING INDEPENDENCE OF STUDENTS WITH DEAF DISABILITIES IN HIGHER EDUCATION: A SYSTEMATIC REVIEW Budi, Setia; Neviyarni S; Afdal; Pratiwi, Rara Ajeng
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 5 No. 4 (2025): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/vdm7a758

Abstract

This study aims to analyze internal and external factors that influence the learning independence of deaf students in higher education through a systematic review approach. Data were obtained from 15 national and international journal articles indexed by Google Scholar, published between 2015 and 2025, which discuss the academic, socio-emotional, communication, cognitive, and learning independence aspects of deaf students. The analysis results show that learning independence is influenced by internal factors, such as motivation, self-confidence, effective learning strategies, and adaptability. External factors that play a role include family support, learning facilities, inclusive campus policies, and social support from friends and the community. Communication barriers, social stigma, and limited facilities remain significant challenges that can interfere with learning independence. This study confirms that the success of inclusive education requires an integration of personal and environmental factors. Implications: Higher education institutions need to strengthen accessibility services, families are expected to provide consistent emotional support, and further research is needed to evaluate the effectiveness of more targeted interventions.
BUILDING INTELLIGENCE IN THE LEARNING PROCESS IN HIGHER EDUCATION: PHILOSOPHICAL, THEORETICAL, PRACTICAL PARADIGM Budi, Setia; Zen, Zelhendri; Jasrial; Pratiwi, Rara Ajeng
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 5 No. 4 (2025): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/tq49jn08

Abstract

The development of student intelligence in higher education often faces challenges because the education system consistently prioritizes cognitive aspects while neglecting other dimensions, such as emotional, social, and creative components. This situation raises the question of how pedagogical strategies can enhance students' intellectual diversity, thereby making the learning process more comprehensive. This study aims to examine students' views on the development of intelligence during the learning process in higher education while providing insights into effective and adaptive learning practices. The method used is a literature review by reviewing scientific articles, research reports, and selected academic literature published between 2013 and 2023. The analysis used a content analysis approach through the stages of synthesis, classification, and data reduction. The results of the study indicate that although learning in higher education is still dominated by a cognitive orientation, emotional, social, and intrapersonal intelligence have been shown to play a significant role in supporting students' academic and personal success. The ideas of Gardner, Vygotsky, and Goleman emphasize the importance of holistic learning that integrates social interaction, emotional regulation, creativity, and ethical and spiritual dimensions. The contribution of this article lies in its efforts to integrate the theories of multiple intelligences, emotional intelligence, and constructivism into a practical framework for developing holistic learning in higher education, as well as providing concrete recommendations for lecturers to expand assessment and learning strategies beyond cognitive biases.
Co-Authors Afdal Ambiyar, Ambiyar Azhar, Fauziah Salsabila Budi, Setia Damri Damri Endang Sri Handayani Fahmi Rizal Gaby Arnez Hidayatullah, Habib Jasrial Jumiati Jumiati Mahdi, Arisul Mahendra, Alan Mega Iswari Mutia Afnida Nenny Mahyuddin Neviyarni S Sari, Nadia Wulan Simargolang, Zahriyah Triswandari, Retno Virlinia, Gisela Yosa Yulia Nasri YULIANA, SARI Zen, Zelhendri Zulmiyetri Zulmiyetri Zulpiani, Mardhatillah