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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal Ortopedagogia Jurnal Pendidikan Ilmu Sosial Journal of ICSAR Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Al Ishlah Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik PrimaryEdu - Journal of Primary Education Jurnal Graha Pengabdian Soeropati: Journal of Community Service JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Journal of Education Research Indonesian Journal of Educational Development (IJED) Jurnal Multidisiplin Madani (MUDIMA) East Asian Journal of Multidisciplinary Research (EAJMR) Proceedings of The ICECRS Proceeding of International Conference on Special Education in South East Asia Region Eduscape: Journal of Education Insight Edukasi Elita : Jurnal Inovasi Pendidikan Proceedings Series of Educational Studies CJPP
Wiwik Dwi Hastuti
Universitas Negeri Malang
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Pengembangan Home Program untuk Meningkatkan Perkembangan Sosial Emosional Anak dengan ADHD Usia 4 – 5 Tahun di PAUD Inklusi Dwi Agustina; Ahsan Romadlon Junaidi; Diniy Hidayatur Rahman; Wiwik Dwi Hastuti; Ranti Novianti
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/um031v11i22025p464-467

Abstract

Penelitian ini bertujuan untuk mengembangkan program yang dapat diterapkan di rumah guna meningkatkan perkembangan sosial emosional anak dengan gangguan hiperaktivitas dan defisit perhatian (ADHD). Anak-anak dengan ADHD sering mengalami kesulitan dalam mengelola emosi dan berinteraksi sosial dengan lingkungan sekitarnya, yang mempengaruhi kualitas hubungan sosial dan kemampuan mereka dalam beradaptasi di lingkungan sosial. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus untuk mengeksplorasi pengalaman orang tua dan guru PAUD inklusi dalam mengimplementasikan home program untuk anak dengan ADHD. Subjek penelitian ini adalah lima anak dengan ADHD usia 4–5 tahun yang terdaftar di PAUD inklusi, bersama dengan orang tua dan pendidik mereka. Data dikumpulkan melalui wawancara, observasi langsung terhadap anak-anak saat mengikuti program serta dokumentasi. Hasil uji coba menunjukkan bahwa penerapan program ini dapat membantu anak-anak dengan ADHD dalam meningkatkan kemampuan regulasi emosi, memperbaiki interaksi sosial, dan mengurangi perilaku impulsif. Selain itu, orang tua juga melaporkan adanya perubahan positif dalam cara mereka mendukung perkembangan anak di rumah. Penelitian ini diharapkan dapat menjadi panduan bagi orang tua dan tenaga pendidik dalam memberikan dukungan yang lebih baik bagi anak-anak dengan ADHD dalam meningkatkan aspek sosial emosional mereka.
Pemberdayaan Guru Sekolah Inklusif Melalui Implementasi Ai Literacy Untuk Mendukung Pembelajaran Adaptif Bagi Siswa dengan Hambatan Intelektual Rizqi Fajar Pradipta; Dimas Arif Dewantoro; Wiwik Dwi Hastuti
JURPIKAT Vol 7 No 3 (2026)
Publisher : Politeknik Piksi Ganesha Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37339/jurpikat.v7i3.3363

Abstract

Inclusive education requires teachers to design responsive learning to the diverse needs of students, including those with intellectual disabilities. This community service activity aims to improve the artificial intelligence (AI) literacy of inclusive school teachers as a basis for developing adaptive learning. The activity was implemented through needs analysis, outreach, module development, training, implementation assistance, and evaluation and reflection. The material refers to the four domains of AI literacy: recognizing, utilizing, managing, and reflecting on AI. The activity results showed improved teacher competency in understanding AI, developing adaptive materials, using AI tools, implementing ethics, maintaining data security, and conducting differentiated assessments. The mentoring also increased teacher confidence and preparedness.
The Relationship Between Special Education Teachers’ Workload And Subjective Well-Being: A Correlational Study Of Special Education Teachers In Greater Malang Hilda Nurul Hidayati; Wiwik Dwi Hastuti; Ediyanto Ediyanto; Triya Valentina; Siti Nur Abidatul Choiroh; Vericha Aurelia Mardita Putri
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Special education teachers fulfill two primary roles: pedagogical and non-pedagogical. Pedagogical roles encompass teaching activities, providing task instructions, developing Individualized Education Programs (IEPs), conducting assessments, and managing student behavior. Issues contributing to excessive workloads include having new tasks assigned before current ones are completed, overlapping deadlines, limited human resources causing tasks to accumulate on a single teacher, and inadequate facilities and infrastructure. This study aims to analyze the workload levels of Special School (SLB) teachers, examine the relationship between workload and subjective well-being among these teachers, and assess their subjective well-being levels. A quantitative, correlational research design was employed. The study was conducted in Malang City, Malang Regency, and Batu City, involving 110 respondents. Data were collected via surveys. Descriptive analysis revealed that the majority of SLB teachers experienced a moderate workload (34.5%), followed by a high workload (26.4%). Regarding subjective well-being, the majority of teachers fell into the moderate category (41.8%), while 29.1% fell into the low category. The Pearson Product-Moment correlation test yielded a coefficient of r = 0.609, indicating a strong relationship between workload and the subjective well-being of SLB teachers.
Analysis of The Implementation of Differentiated Learning for Elementary School Students in Inclusive Schools: A Multi-Site Case Study Triyasmin Nur Salsabila; Wiwik Dwi Hastuti; Dimas Arif Dewantoro; Triya Valentina; Nadia Farhana; Febrian Sulistiarno
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

This study aims to examine the implementation of differentiated learning in inclusive elementary schools, particularly how teachers adapt instruction to meet students’ diverse learning needs. A qualitative research method was employed using a multi-site case study approach to obtain an in-depth understanding of differentiated learning practices across three inclusive elementary schools. The findings reveal that differentiated learning in the three schools generally follows a similar process. It begins with identifying students’ learning needs through initial assessment and observation, followed by adjustments to learning content, processes, and products according to students’ abilities and characteristics. The learning process concludes with formative assessment, reflection, and follow-up activities, including remedial and enrichment programs. Although the implementation pattern is generally similar, differences are influenced by school characteristics, human resource availability, school policies, experience in inclusive education, and teachers’ competence in adapting learning activities. Based on these findings, schools are encouraged to strengthen differentiated learning through systematic learning tools, continuous teacher professional development, enhanced collaboration among teachers, parents, professionals, and relevant institutions. Through these efforts, schools can improve the quality and effectiveness of educational services for students with diverse learning needs and support their participation and development in inclusive learning environments.
The Effect of Indonesian Language Instruction Using a Reflective Maternal Method Based on Role-Playing on the Speaking Skills of Deaf Students at the SLB Negeri Pembina Tingkat Nasional Bagian C Malang Adithya Fitri Ayu Paramitha; Wiwik Dwi Hastuti; Ediyanto Ediyanto; Triya Valentina; Sofi Andini; Inggita Daniswara
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

This study aims to analyze the effect of Indonesian language learning using the Reflective Maternal Method (RMM) based on role play on the speaking ability of deaf students. The study employed a pre-experimental method with a one-group pre-test post-test design involving 6 deaf students in grade 9 at SLB Negeri Pembina Tingkat Nasional Bagian C Malang. The intervention was conducted over 8 sessions. The results showed an increase in the average score from 60 (pre-test) to 68 (post-test). The Wilcoxon Signed-Rank Test obtained a significance value of 0.027 (p < 0.05), indicating a significant effect of RMM based on role play on improving the speaking ability of deaf students.
The Effect of Bead-Stringing Activities Using Beads of Various Sizes on Concentration in Students with ADHD at SLB C Autis Negeri Kedungkandang Puput Febriyanti Febriyanti; Wiwik Dwi Hastuti; Dimas Arif Dewantro; Triya Valentina; Jessika Marselina Simatupang; Khairul Whathoni
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by difficulties in focusing and sustaining attention, which may affect students' concentration during learning. This study aimed to determine the effect of bead-stringing activities using beads of various sizes on the concentration of a student with ADHD, particularly in terms of attention duration. The study employed a quantitative approach using the Single-Subject Research (SSR) method with an A-B-A design. The participant was one second-grade student with ADHD at the elementary level (SDLB) at SLB C Autis Kedungkandang. Data were collected through observation using the duration recording technique and analyzed visually within and between conditions. The results showed an increase in attention duration following the provision of bead-stringing activities using beads of various sizes. Data stability percentages were 100% in the initial baseline condition, 87.5% in the intervention condition, and 100% in the post-intervention condition. The 25% overlap between the initial baseline and intervention conditions indicated a change in attention duration following the intervention. The study concludes that bead-stringing activities using beads of various sizes had a positive effect on improving the concentration of the student with ADHD, particularly in terms of attention duration.
Development of an Orientation and Mobility Simulation Room for Visually Impaired Children to Prepare for Mobility in Real-World Environments Lynca Mutiara Sukamto; Anane Nasticta D. I; Dewi Iftitah Sari; Fiki Luthfatunnisa; Wiwik Dwi Hastuti; Muya Barida
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Conventional orientation and mobility (OM) training for visually impaired children often takes place directly in high-risk public areas, whereas existing aids—such as static tactile maps or VR simulators—fail to integrate the kinesthetic and haptic feedback derived from cane tapping and foot contact. This study aims to synthesize concepts regarding adaptive OM simulation spaces, identify effective physical replication components, and formulate theoretical recommendations for special education practitioners. A systematic literature review design adhering to PRISMA protocols was employed. Literature searches were conducted across Scopus, SINTA, Google Scholar, and Portal Garuda databases covering the period from 2016 to 2026. Data analysis utilized Braun & Clarke’s six-phase thematic analysis method. The findings indicate that OM simulation spaces must integrate three key components: haptic elements (tactile paving, texture variations, inclines, and declines), auditory elements (environmental sound sources and sound reflections), and kinesthetic elements (elevation changes and path width variations). The study concludes that adaptive OM simulation spaces serve as an effective intermediary environment between classroom instruction and high-risk real-world settings. Recommendations encompass minimum simulation space components, phased usage procedures, and integrated evaluation methods.
Development of Classroom Miniature Media to Introduce Environmental Layout to Children with Visual Impairments Dwi Rahayu Fatikasar; Grace Elinda; Hilyatina Dhiyaul Qonita; Baiq Syafira Nursyahbani; Wiwik Dwi Hastuti
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

This study aims to develop a classroom miniature media as a learning tool to introduce environmental layout to visually impaired children. The miniature media was designed to help students understand object positions, directions, and room arrangements through concrete and tactile learning experiences. The research method used was Research and Development (R&D) based on the ADDIE model, comprising needs analysis, media design, product development, implementation, and evaluation. The results showed that the classroom miniature media helped visually impaired children understand classroom layouts more easily, improved orientation skills, and created a more interactive and engaging learning process. Therefore, the classroom miniature media is considered appropriate as a learning medium for visually impaired children.
The Effect of Finger Painting on the Fine Motor Skills of Children with Down Syndrome at the Sumber Dharma Special Education School Aunillah Aunillah; Wiwik Dwi Hastuti; Ediyanto Ediyanto; Triya Valentina; I Kadek Deva Sancitta Aiswarya; Hilyatina Dhiyaul Qonita
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Children with Down syndrome generally experience difficulties with fine motor skills, particularly in active finger use, alternating finger use, and hand-eye coordination. This study aims to analyze the effect of finger painting activities on the fine motor skills of children with Down syndrome at the Sumber Dharma Special Education School. The study employed a Single Subject Research (SSR) experimental method with an A-B-A design consisting of baseline-1 (A1) with 5 sessions, an intervention (B) with 8 sessions, and baseline-2 (A2) with 5 sessions. The research subject was a ninth-grade student with Down syndrome. Data were collected through observation using a 12-item instrument with three indicators of fine motor skills and a 1–4 rating scale. Analysis was conducted visually within and across conditions. The results showed an average fine motor skill score of 59.58% in A1, which increased to 71.35% in B, and stood at 68.52% in A2. The intervention phase showed an upward trend and 87.5% stability. The change from level A1 to B was +4.17%, and the overlap percentage between A1 and B was 12.5%. These results indicate that finger painting activities have a positive effect on fine motor skills, and some of the skills acquired persisted after the intervention ended.
LITERATURE REVIEW: TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES USING THE COOPERATIVE LEARNING METHOD IN INCLUSIVE ELEMENTARY SCHOOLS Emira Nurfitria Muhammad; Anindhita Nanda Pradina; Azizah Dwi Fadilah; Qurotul Ishaqiyah; Wiwik Dwi Hastuti
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Learning for children with intellectual disabilities using the cooperative learning method in inclusive elementary schools. The main questions in this study are: (1) What are the problems faced by students with intellectual disabilities in interacting social interactions with their environment?; (2)What is the role of the cooperative learning model for students with intellectual disabilities? This study aims to examine the role of the cooperative learning model in improving the social and academic abilities of children with intellectual disabilities in inclusive elementary schools. The method used in this research is a Systematic Literature Review (SLR) by analyzing several joulnals and articles relevant to the research questions and topics. The result show that students with intellectual disabilities face obstacles in social interaction due to intellectual limitations, lack of environmental support, and low motivation and attention from parents. The cooperative learning model has proven effective for students with intellectual disabilities because it promotes collaboration among students, increases learning engagement, and enhances social and emotional skills. Through heterogeneous group work, students with intellectual disabilities can learn to interact, help one anoter, and build self-confidence. Therefore, implementing the cooperative learning model in inclusive elementary schools plays an important role in supporting a learning environment that is inclusive, adaptive, and respectful of individual differences in students’ abilities.
Co-Authors ., Sudarsini Abdul Huda Adithya Fitri Ayu Paramitha Agung Kurniawan Ahmad Samawi Ahmad Sofwan AM, M Shodiq Anane Nasticta D. I Anarta, Raihan Nurani Anindhita Nanda Pradina Anisa Kurniawati Anna Akhirul Rokhmawati Annafi Al Mutaali Anton Cahyo Yuwhono Ariani, Fadilah Arie Lusiati Asep Sunandar Asim Asim Aunillah Aunillah Azizah Dwi Fadilah Baiq Syafira Nursyahbani Citra Rizky Ratna Putri Darmawati, Ajeng Arief Dewi Iftitah Sari Dias Setiyo Prasuranto Dico, Allan Maulid Dimas Arif Dewantoro Dimas Arif Dewantoro Dimas Arif Dewantro Diniy Hidayatur Rahman Diyah Rohma Wati Dwi Agustina Dwi Arnia Ulfa Dwi Rahayu Fatikasar Ediyanto Eka Kresnawati Eka Pramono Adi Emira Nurfitria Muhammad Endro Wahyuno Eni Fariyatul Fahyuni Fauzi, Muhammad Rizqianto Febrian Sulistiarno Fiki Luthfatunnisa Firdiana, Ade Dian Fitrasari, Bella Dina Gita Martha Yulandha Grace Elinda Handayani, Zannuba Lutfia Hengky Triwijaya, Henny Indreswari Henry Praherdhiono Herawati Mukminatin Hilda Nurul Hidayati Hilyatina Dhiyaul Qonita Holyness Nurdin Singadimedja Hutasuhut, Fadly Halim I Kadek Deva Sancitta Aiswarya Ida Rindaningsih, Ida Imanuel Hitipeuw Inggita Daniswara Irvan, Muchamad Jatiningsiwi, Tata Gading Jessika Marselina Simatupang Jihaan Haniifah Christyodetaputri Juli Niara Junaidi, Ahsan Romadlon Kenila, Elisabet Khairul Whathoni khusnul khotimah Kumala, Hanifa Khoiru Lindayanti Lindayanti Lintang Achmad Maulana Lusiati, Arie Lynca Mutiara Sukamto Malizal, Zelynda Zeinab Martha Novita Yatna Maulida Maulida Miftahul Huda Miftahul Mufarrihah Mohamad Randhy Andriyani Mohammad Efendi Mohd Hanafi Mohd Yasin Muhammad Nurrohman Jauhari Muhammad Rizqianto Fauzi Muhammad Syamsun Muthya Firagil Restuti Muya Barida Nadia Farhana Nadiyah, Salma Nanda Viorella Natania Caroline Putri Zuandi Noor Citra Pravita Adisty Noor Citra Pravita Adisty, Noor Citra Pravita Olivia Nur Isnaini Patricia Yuliana Pradipta, Riqi Fajar Pradipta, Rizqi Fajar Prasuranto, Dias Setiyo Prawisma Bela Puput Febriyanti Febriyanti Putri Desy Liliana Putri Kartika Ningsih Putri Kartika Ningsih Putri, Citra Rizky Ratna Qurotul Ishaqiyah Qurrotul A’yunin Ramadhani, Risa Safira Ranti Novianti Ratnayanti, Rahajeng Renny Setyaneng Tyas Revalina Gadis Salsabila Rhespati, Dian Ayu Ria Sekarani Ria Sekarani, Ria Rika Aulia Apandi Rina Listya Risa Safira Ramadhani Riswari, Fina Riyanda Putri Earlyarini Rizqi, Putri Rizqianti, Nindya Ayu saichudin saichudin Salsabila, Annisa Zahra Sari, Meitha Atika Sihkabuden Sihkabuden Sinta Yuni Susilawati Sintia Fitri Anggraeni Siti Nur Abidatul Choiroh Sofi Andini Sopingi Sopingi, Sopingi Suhendri Suhendri Sulastri Susi Nur Wahyuningsih Susilawati, Sinta Yuni Tabitha Buang Komas Taufik Triya Valentina Triyasmin Nur Salsabila Umah, Umi Saiful Umi Safiul Ummah Ummah, Umi Syaiful Usep Kustiawan Vericha Aurelia Mardita Putri Wahyuningsih, Susi Nur Weningsih Weningsih Widianti, Karrinia Sindy Ayu Win Jeroh Miko Wiwiek Sri Handayani Yaumil Ainin Pradina Yossi Novianti Yuli Andriani Yulian Findawati Yulianti Yulianti Zahra Ulayya Widiani