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All Journal JIPTEK : Jurnal Ilmiah Pendidikan Teknik dan Kejuruan Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA MODELING: Jurnal Program Studi PGMI Jurnal Administrasi dan Manajemen Pendidikan JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA Jurnal Dedikasi Pendidikan Edunesia : jurnal Ilmiah Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Education and Counseling Journal Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Penelitian Ilmu Pendidikan Indonesia Journal of Education Technology and Inovation
Budiyanto Budiyanto
Universitas Negeri Surabaya
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Social Sciences Other

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Literature Study: Implementation of an Adaptive Curriculum for Students with Special Needs in Inclusive Schools Ana Rafikayati; Reza Akbar Fauzan; Eryana Fatimasari Retno Budiati; Budiyanto Budiyanto; Endang Pudjiastuti Sartinah
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1143

Abstract

This study reviews how adaptive curricula are implemented for students with special needs in inclusive schools and identifies dominant strategies, challenges, and enabling factors. Using a systematic literature review approach, the study screened 100 publications from Google Scholar, selected 40 for abstract and title relevance, and analyzed 20 articles published between 2020 and 2025. The synthesis shows that inclusive schools generally still rely on the national curriculum, while adaptation is carried out through accommodation and modification strategies such as escalation, duplication, substitution, and omission. Effective implementation depends on teacher competence, school leadership, parental involvement, and available resources. However, limited training, inadequate infrastructure, and weak cross-stakeholder coordination remain persistent barriers. The findings suggest that an adaptive curriculum is not merely a technical adjustment but a central mechanism for ensuring equitable participation and meaningful learning outcomes for students with special needs in inclusive settings. This review offers practical implications for teachers, school leaders, and policymakers in strengthening inclusive education.
Analisis Implementasi Kebijakan Perpres No 68 Tahun 2022 Tentang Revitalisasi Pendidikan Vokasi dan Pelatihan Vokasi Aroum Bidandari; Doddy Faisal Chumaini; Budiyanto Budiyanto; Mufarrikhul Hazin
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 7, No 4 (2024): Volume 7 No 4 Desember 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v7i42024p651

Abstract

Abstract: This study aims to analyze the Implementation of Presidential Regulation Number 68 of 2022 concerning the Revitalization of Vocational Education and Vocational Training in Indonesia. The method used in this study is the Systematic Literature Review (SLR) with a qualitative approach. The stages of this SLR include identifying, evaluating, and interpreting all available research, relevant to a particular research question, or topic area, or phenomenon of interest. all findings on a research topic to answer previously established research questions (Kitchenham & Charters, 2007). The results of the study indicate that the implementation of Presidential Regulation Number 68 of 2022 has been running well in the community. However, there are still challenges in several regions in the implementation of the policy, such as: 1) lack of coordination between related Ministries, Central and Regional Institutions, stakeholders and other institutions as implementers in strengthening collaboration with related parties that support cooperation between educational institutions and DUDIKA; 2) The formation and performance of the Vocational Regional Coordination Team (TKDV) are not yet optimal so that the implementation of the Presidential Regulation is not optimal; 3) limited resources ready to be employed due to several factors including parental approval that does not allow working away from home, 4) gaps between the Vocational Education curriculum and world needs; 5) lack of qualified and competent vocational educators and trainers; 6) lack of incentives for educators and trainers in certain areas; 7) limited facilities and infrastructure in several areas, resulting in the level of absorption of Vocational Education graduates not being maximized in several areas in Indonesia. Presidential Regulation Number 68 of 2022 is one of the government's steps forward to improve the quality of Indonesian human resources through Vocational Education and Vocational Training with mutually beneficial collaboration and partnerships between the World of Education and DUDIKA so as to produce quality graduates who are able to contribute to national development. Keywords: Policy Implementation; Vocational Education; Vocational Training Abstrak: Penelitian ini bertujuan untuk menganalisis Implementasi Kebijakan Perpres Nomor 68 Tahun 2022 tentang Revitalisasi Pendidikan Vokasi dan Pelatihan Vokasi yang ada di Indonesia. Adapun metode yang digunakan dalam penelitian ini adalah Systematic Literatur Review (SLR) dengan pendekatan kualitatif. Adapun tahapan SLR ini diataranya adalah dengan cara mengidentifikasi, mengevaluasi, dan menafsirkan semua penelitian yang tersedia, relevan dengan pertanyaan penelitian tertentu, atau area topik, atau fenomena yang menarik.seluruh temuan-temuan pada suatu topik penelitian untuk menjawab pertanyaan penelitian yang telah ditetapkan sebelumnya (Kitchenham&Charters, 2007). Hasil penelitian menunjukkan bahwa implementasi Perpres Nomor 68 Tahun 2022 sudah berjalan dengan baik di masyarakat. Akan tetapi masih terdapat tantangan di beberapa daerah dalam implementasi kebijakan tersebut, seperti: 1) kurangnya koordinasi antar Kementerian terkait, Lembaga Pusat dan Daerah, stakeholder dan lembaga lain sebagai pelaksana dalam memperkuat kolaborasi dengan pihak terkait yang mendukung kerjasama antara lembaga Pendidikan dengan DUDIKA; 2) Belum optimalnya pembentukan dan kinerja Tim Koordinasi Daerah Vokasi (TKDV) sehingga implementasi Perpres belum maksimal; 3) keterbatasan sumber daya yang siap untuk dipekerjakan karena beberapa faktor diantaranya adalah restu dari orang tua yang tidak mengizinkan bekerja jauh dari rumah, 4) kesenjangan antar kurikulum Pendidikan Vokasi dengan kebutuhan dunia; 5) kurangnya tenaga pendidik dan pelatih vokasi yang berkualitas dan kompeten; 6) kurangnya intensif bagi tenaga pendidik dan pelatih pada daerah-daerah tertentu; 7) keterbatasan sarana dan prasarana di beberapa daerah sehingga menyebabkan tingkat keterserapan lulusan Pendidikan Vokasi belum dapat maksimal dibeberapa daerah di Indonesia. Perpres Nomor 68 Tahun 2022 merupakah salah satu langkah maju dari pemerintah untuk meningkatkan kualitas SDM Indonesia melalui Pendidikan Vokasi dan Pelatihan Vokasi dengan adanya kolaborasi dan kemitraan yang saling menguntungkan antara Dunia Pendidikan dan DUDIKA sehingga menghasilkan lulusan yang berkualitas dan mampu berkontribusi dalam pembangunan bangsa. Kata kunci: Implementasi Kebijakan;Pendidikan Vokasi; Pelatihan Vokasi
LAYANAN KONSELING KELOMPOK DENGAN TEKNIK MODELING TERHADAP PERILAKU IMPULSIF PADA ANAK ADHD Ria Eka Lestari; Bakhrudin All Habsy; Endang Pudjiastuti Sartinah; Budiyanto Budiyanto
Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia Vol 11, No 2 (2025)
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jmbkan.v11i2.16937

Abstract

Impulsive behavior is an action that is done spontaneously and suddenly, without careful consideration or possible consequences. Children with Attention Deficit Hyperactivity Disorder often act without thinking, have difficulty controlling their impulses, and often do risky things without considering the consequences. Group counseling services are a form of psychological therapy where a group of individuals meet regularly to discuss the problems they face with a counselor. Children with Attention Deficit Hyperactivity Disorder (ADHD) often have a tendency to imitate the behavior of individuals around them. Therefore, modeling techniques are considered suitable for use in group counseling, because this technique allows group members to learn through observation and imitation of behavior exemplified by the counselor or other members. The application of group counseling using modeling techniques is important to study in relation to controlling impulsive behavior in children with ADHD. This study aims to investigate the effectiveness of group counseling with the modeling method in reducing impulsive behavior in children with ADHD, using a quantitative approach through a literature review. The results of the study indicate that: (1) Group counseling approach through modeling techniques can be a way of intervention for children with ADHD, and (2) this technique is effective in suppressing impulsive behavior in children with ADHD.
Landasan Politik Pendidikan dan Kebijakan Publik Dalam BK Siti Qurotul A'yun; Budiyanto Budiyanto; Evi Winingsih
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 5 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v5i1.868

Abstract

Politik pendidikan merupakan faktor kunci yang menentukan arah kebijakan dan penyelenggaraan sistem pendidikan nasional. Dinamika politik memengaruhi perumusan kurikulum, alokasi anggaran, pemerataan akses pendidikan, hingga kualitas layanan pembelajaran di sekolah. Dalam konteks Bimbingan dan Konseling, keputusan politik dan kebijakan publik berimplikasi langsung terhadap ruang lingkup kerja, standar kompetensi, beban kerja, serta legalitas peran guru BK. Penelitian ini bertujuan menganalisis hubungan antara politik pendidikan dan landasan yuridis dengan praktik pelayanan BK di sekolah. Metode penelitian yang digunakan adalah studi kepustakaan melalui penelusuran regulasi pendidikan, jurnal ilmiah, dan hasil kajian terdahulu yang relevan. Hasil penelitian menunjukkan bahwa landasan politik dan yuridis tidak hanya berfungsi sebagai regulasi administratif, namun juga sebagai instrumen perlindungan profesional, penguatan legitimasi, penjamin mutu, serta pedoman etis dalam pelaksanaan layanan BK. Pemahaman terhadap dinamika kebijakan pendidikan membantu guru BK beradaptasi, meningkatkan akuntabilitas layanan, dan memperkuat peran sebagai agen perubahan dalam mewujudkan pendidikan yang inklusif, adil, dan berkelanjutan.
Legitimasi Profesi Konselor Dalam Perspektif Filosofis Dan Sosiologis Di Era Persaingan Lintas Profesi Rahmawati Rahmawati; Budiyanto Budiyanto; Evi Winingsih
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 5 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v5i1.904

Abstract

Penelitian ini bertujuan menganalisis legitimasi profesi konselor melalui tinjauan filosofis dan sosiologis di tengah persaingan lintas profesi yang semakin kompleks. Berangkat dari masih banyaknya lembaga pendidikan yang menempatkan guru non-BK sebagai pelaksana layanan konseling, sehingga mengaburkan batas profesionalitas dan identitas konselor. Dengan menggunakan metode kajian pustaka, penelitian ini menelaah literatur akademik mengenai identitas profesi konselor serta dasar legitimasi konseling dalam perspektif ontologi, epistemologi, aksiologi, dan konteks sosial. Hasil kajian menunjukkan bahwa legitimasi profesi konselor didasarkan pada landasan filosofis yang menegaskan objek kajian, sumber keilmuan, serta nilai etik konseling sebagai helping profession, dari perspektif sosiologis, legitimasi diperoleh melalui pengakuan sosial, kebutuhan masyarakat akan layanan psikososial, serta kemampuan konselor menegaskan identitas profesionalnya di tengah persaingan dengan psikolog, guru, atau pekerja sosial lainnya. Kajian ini menegaskan bahwa kombinasi landasan filosofis, sosiologis, dan yuridis menjadi kunci penguatan identitas profesional konselor agar mampu memberikan layanan bermakna dan kompetitif dalam konteks pendidikan maupun sosial.
Theoretical Foundations of Work-Based Learning in Vocational Education: A Narrative Literature Review (2021–2025) Budiyanto Budiyanto; Tri Wrahatnolo; Heru Arizal; Achmad Imam Agung
JIPTEK: Jurnal Ilmiah Pendidikan Teknik dan Kejuruan Vol 19, No 2 (2026): July
Publisher : Faculty of Teacher Training and Education Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jiptek.v19i2.121451

Abstract

Studies on Work-Based Learning (WBL) in vocational education published during 2021–2025 demonstrate rapid growth, reflecting the increasing demand for graduates equipped with technical competence, adaptability, and employability skills. However, WBL implementation remains largely focused on workplace practice, while reflective learning, authentic assessment, digital technology integration, and supportive policy frameworks have yet to be systematically embedded. This study aims to identify, map, and analyze the theoretical foundations of Work-Based Learning in vocational education through a Narrative Literature Review. The review examined 14 journal articles published between 2021 and 2025 and retrieved from the Scopus and Google Scholar databases using structured inclusion and exclusion criteria. The synthesis identified five major themes: competency and employability development, supervision and assessment, education–industry collaboration, technology and gamification integration, and discipline-specific pedagogy. The findings indicate that WBL has expanded considerably; however, its implementation is constrained by fragmented instructional design, limited authentic assessment, and insufficient policy support for sustainable education–industry collaboration. WBL effectiveness depends on authentic workplace experiences, reflective learning, effective supervision, authentic assessment, and strong industry partnerships. These findings provide both a conceptual foundation and practical implications for vocational education policymakers to strengthen WBL implementation standards, enhance industry collaboration, and accelerate digital technology integration into vocational curricula.
PENGARUH KURIKULUM PENDIDIKAN INKLUSI TERHADAP PENGEMBANGAN KEMANDIRIAN SISWA Oliva Lili Wangsa Wirawan; Octalia Pramurdiasti; Budiyanto Budiyanto; Endang Pudjiastuti Sartinah
Consilium: Education and Counseling Journal Vol 5 No 1 (2025): EDISI : MARET
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v5i1.5815

Abstract

Penelitian ini bertujuan untuk mengeksplorasi pengaruh kurikulum pendidikan inklusi terhadap pengembangan kemandirian siswa dengan disabilitas di sekolah-sekolah Indonesia. Pendidikan inklusi, yang mengintegrasikan siswa dengan kebutuhan khusus ke dalam lingkungan belajar reguler, memiliki potensi untuk mendukung pengembangan keterampilan hidup yang penting, termasuk kemandirian. Pendekatan penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan analisis dokumen. Temuan penelitian menunjukkan bahwa kurikulum inklusi yang fleksibel, berbasis kebutuhan, dan didukung oleh teknologi assistive memberikan dampak positif terhadap pengembangan kemandirian akademik dan sosial siswa dengan disabilitas. Penggunaan diferensiasi instruksi memungkinkan siswa dengan berbagai jenis disabilitas mengakses pembelajaran dengan cara yang sesuai dengan kebutuhan mereka. Selain itu, kolaborasi antara orang tua dan guru terbukti mendukung kemandirian siswa, baik di sekolah maupun di rumah. Terdapat tantangan terkait keterbatasan sumber daya, pelatihan guru, dan akses terhadap teknologi assistive masih menjadi hambatan dalam implementasi kurikulum inklusi secara optimal. Penelitian ini memberikan rekomendasi untuk meningkatkan kualitas kurikulum inklusi melalui peningkatan pelatihan guru, penyediaan infrastruktur yang lebih baik, dan perluasan akses teknologi yang mendukung. Temuan ini diharapkan dapat memberikan kontribusi dalam pengembangan kurikulum inklusi yang lebih efektif dan holistik, serta mendukung pengembangan kemandirian siswa dengan disabilitas di Indonesia.
Use Of Assistive Technology In Learning To Read For Autistic Students (Case Study at DeWitt Middle School, Ithaca, New York State) Maringgar Hangesti Putri; Wiwik Widajati; Budiyanto Budiyanto
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (On Progress)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p%p

Abstract

This study aims to describe the planning, implementation, obstacles, and supporting factors in the use of assistive technology in reading instruction for students with autism at DeWitt Middle School, Ithaca, New York State. This study uses a descriptive qualitative approach with data collection techniques through interviews, observations, and documentation. Data analysis utilised data condensation, data presentation, and conclusion drawing and verification. The results of the study indicate that the planning of assistive technology utilisation was carried out through Individualised Education Programme (IEP) team meetings, which were responsible for determining the assistive technology appropriate to the students' needs. The procurement process is carried out by the Associate Principal of Inclusion through a submission to the ICSD Technology Department, with a provision time of between five days and one month. In the implementation of learning, assistive technology is used in an integrated manner through various media, including low-tech (printed books, flashcards), medium-tech (speakers, headphones), and high-tech (Chromebooks, various reading applications, and AAC iPads). This technology supports the process of early reading, reading comprehension, and alternative communication for autistic students with verbal impairments. The main obstacles encountered include difficulties for students in focusing their attention, limited ability to operate certain applications, and technical constraints such as unstable audio connections. Factors supporting the successful implementation of assistive technology include support from the school and district (ICSD), collaboration between the IEP team and parents, teacher training, and the availability of assistive technology that suits the needs of each student. This study concluded that the use of assistive technology at DeWitt Middle School has been well planned, implemented, and supported, thereby improving the motivation, participation, and reading skills of autistic students.
Implementation of Outing Class Learning as a Means of Developing Social Interaction Skills for Autistic Students Emy Purwanti; Wiwik Widajati; Budiyanto Budiyanto
Jurnal ORTOPEDAGOGIA Vol 11, No 1 (2025): July
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i12025p138-145

Abstract

People with Autism or Autistic Spectrum Disorder (ASD) are someone who has a developmental disorder that affects several aspects such as speech, communication, social interaction, sensory, behavior and emotions when learning from experiences with the surrounding environment. Autistic children tend to behave differently from people in general, seem to not care about the environment around them and prefer to be alone as if they live in their own world. The aim of this research is to obtain data that provides an overview of how outing class activities are implemented as a means of improving social interaction skills in autistic students. This research design uses descriptive research with a qualitative approach. In the data collection process, the instruments chosen by researchers were interviews, observation and documentation. Data analysis researchers used the data analysis technique of the Miles and Huberman model in Sugiyono (2017) which consists of 3 stages, namely data reduction, data presentation, and drawing conclusions. The research results show that the description of the implementation of outing class learning starts from preparation to follow-up. Preparation consists of preparing tools and materials as well as planning the implementation of learning. Meanwhile, the implementation is carried out in accordance with the learning implementation plans that have been implemented previously. The follow-up to the outing class learning is an evaluation of the implementation of the learning to improve further learning objectives.
Pengembangan Media Pembelajaran Keterampilan Berbicara Berbasis Augmented Reality dengan Metode Komunikasi Total bagi Disabilitas Rungu Arista Widyawati; Wiwik Widajati; Budiyanto Budiyanto
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (On Progress)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p418-422

Abstract

Penelitian ini dilatarbelakangi oleh hasil observasi di SLBN 1 dan 2 Kota Blitar, di mana peserta didik disabilitas rungu memiliki keterampilan berbicara yang masih rendah. Faktor penyebabnya meliputi penggunaan media pembelajaran konvensional tanpa unsur teknologi dan belum diterapkannya metode komunikasi total. Tujuan penelitian ini adalah merancang pengembangan media pembelajaran keterampilan berbicara berbasis augmented reality (AR) dengan metode komunikasi total. Media yang dikembangkan berupa flashcard hewan peliharaan dan liar yang dapat discan barcode, dengan keunggulan berupa gambar animasi 3D, keterangan tulisan, dan suara (metode komunikasi total). Penelitian menggunakan model pengembangan ADDIE. Subjek uji coba adalah 8 peserta didik disabilitas rungu kelas 3 SD di SLBN 1 dan 2 Kota Blitar. Kelayakan media dan materi ditinjau dari aspek validitas memperoleh nilai 93% (media) dan 82% (materi) dengan kategori valid. Aspek efektivitas ditinjau dari selisih pretest dan posttest melalui uji Wilcoxon, dengan Asymp. Sig. 0,012
Co-Authors Achmad Imam Agung Ade Yudha Prasetyo Hutomo ANGGAWATI IMANNIYAH Ari Wahyudi Arista Widyawati Aroum Bidandari Asri Wijiastuti Bakhrudin All Habsy Budi Purwoko Desak Ketut Caturwangi Doddy Faisal Chumaini Emy Purwanti Endang Pudjiastuti Sartinah Endang Purbaningrum Eryana Fatimasari Retno Budiati Evi Winingsih, Evi Heru Arizal I Ketut Budayasa Maringgar Hangesti Putri Mufarrikhul Hazin Najlatun Naqiyah Octalia Pramurdiasti Oliva Lili Wangsa Wirawan Pipit Rika Wijaya Rafikayati, Ana Rahmawati Rahmawati Reza Akbar Fauzan Ria Eka Lestari Rida Hartika Sari Sartinah Endang Pudjiastuti Siti Qurotul A'yun Sri Joeda Andajani Teguh Denada Diah Ayu Ningtyas Thomas A.H Sulistyo Tri Wrahatnolo Wiwik Widajati Yessy Yessy Yuliyati Yuliyati