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All Journal JPK (Jurnal Pendidikan Khusus) Psikopedagogia Indonesian Journal of Disability Studies Journal of ICSAR Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Special and Inclusive Education Journal (SPECIAL) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Indonesian Journal of Educational Development (IJED) Jurnal Multidisiplin Madani (MUDIMA) INCLUSIVE EDUCATION Proceeding of International Conference on Special Education in South East Asia Region Proceedings Series of Educational Studies Journal of Disability
Junaidi, Ahsan Romadlon
Universitas Negeri Malang
Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Kesiapan Guru Inklusi Berdasarkan Usia, Pengalaman Kerja, dan Pendidikan : Studi di PAUD X Kabupaten Malang Faiqoh, Anisah Nurul; Junaidi, Ahsan Romadlon; Ummah, Umi Safiul; Hastuti, Wiwik Dwi; Novianti, Ranti
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7012

Abstract

Implementasi pendidikan inklusi masih menghadapi tantangan terkait kesiapan guru dalam menghadapi keberagaman di kelas, terutama dalam menangani Anak Berkebutuhan Khusus (ABK). Penelitian ini bertujuan untuk mengukur kesiapan guru Pendidikan Anak Usia Dini (PAUD) inklusi dalam menerima peserta didik berkebutuhan khusus (PDBK).  Faktor usia, lama pengalaman kerja di PAUD, pengalaman mengajar di kelas khusus ABK, dan latar belakang pendidikan dianalisis dengan pendekatan kuantitatif deskriptif. dari Data responden dikumpulkan melalui kuesioner yang mencakup aspek kognitif, afektif, psikomotorik, dan dukungan sekitar, kemudian dianalisis menggunakan uji Kruskal-Wallis. Hasil penelitian menunjukkan bahwa kesiapan guru berada pada kategori tinggi. Aspek afektif memiliki skor tertinggi yang mencerminkan sikap positif guru terhadap pendidikan inklusi, sedangkan aspek kognitif memiliki skor terendah yang menunjukkan perlunya peningkatan dalam pemahaman guru. Usia guru berpengaruh signifikan terhadap aspek psikomotorik, sedangkan latar belakang pendidikan memengaruhi aspek afektif, psikomotorik, dukungan sekitar, dan total kesiapan. Temuan ini juga menunjukkan adanya peran latar belakang pendidikan religius dalam kesiapan guru inklusi. Secara praktis, hasil ini menjadi dasar pengembangan pelatihan guru PAUD yang lebih terfokus pada aspek kognitif dan psikomotorik.
Phenomenological Method in Research on Resilience of Mothers with Autistic Children in Indonesia Aqilah, Thalsa Syahda; Ediyanto, Ediyanto; Irvan, Muchammad; Junaidi, Ahsan Romadlon
Jurnal Multidisiplin Madani Vol. 3 No. 12 (2023): December, 2023
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/mudima.v3i12.7363

Abstract

Researchers often use phenomenology to study topics that are still little known or to explore sensitive content. One of them is the resilience of a mother with an autistic child. This article aims to describe the use of phenomenological research methods in studies of the resilience of mothers of children with autism. The use of literature studies is considered the most appropriate for examining how to use phenomenological studies in an effort to explore the real experiences of resilience of mothers with autistic children. By applying the 2019–2021 filtering and using the keywords phenomenological studies and resilience of mothers of autistic children, four articles were selected that met the criteria. In general, the steps in phenomenological research are bracketing, intuiting, analyzing, and describing. However, two out of the four scientific papers reviewed did not carry out bracketing and intuition. Bracketing is a characteristic of research using the phenomenological method because it limits the researcher's assumptions about the experience being studied. The process of intuiting generates a variety of data that requires exploration but does not contribute to the expansion of the experience being studied. The incompleteness of the four steps in research using the phenomenological method may result in the mixing of the resulting data with the researcher's assumptions
Development of “Avic”Application as a Basic Level Communication for Autism Students Nur’aini, Andini Prima; Junaidi, Ahsan Romadlon; Sunandar, Asep; Ediyanto, Ediyanto
Jurnal Multidisiplin Madani Vol. 3 No. 12 (2023): December, 2023
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/mudima.v3i12.7396

Abstract

Autism is a neurological disorder during development that results in a child having barriers, one of which is communication barriers, so that they require special guidance and services. An autistic person is also a visual learner, they receive information more easily visually than verbally or otherwise. Assistive technology has been widely used as a tool to help children with special needs, including autism. The Research use a TEACCH Method of PECS stage 1 until 3. Research and development of this application uses the RnD model (in Sugiyono) which consists of 10 stages, and researchers only took 9 stages, namely (1) Potential and Problems, (2) Data Collection, (3) Product Design, (4) Design Validation , (5) Design Revision, (6) Product Trial (7) Product Revision (8) Usage Trial (9) Potential and problems. The validation subjects in this research were material experts, media experts and practitioners. The validation technique uses Aiken V. The data analysis technique uses non-parametric tests, quantitative percentage techniques, descriptive techniques for qualitative data. The results of the analysis produced application validation results with an average above 0.8, which means it is very feasible, and there is an increase in value when using the application by autistic students with basic communication
Intervensi Pada Anak Dengan Multiple Disabilities di Sekolah Khusus Umi Safiul Ummah; Ahsan Romadlon Junaidi; Dimas Arif Dewantoro; Muhammad Nurrohman Jauhari; Toni Yudha Pratama; Karinda Devinta Putri
JPK (Jurnal Pendidikan Khusus) Vol. 21 No. 2 (2025): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v21i2.89307

Abstract

Penelitian ini bertujuan untuk mengkaji intervensi yang dilakukan pada anak-anak dengan multiple disabilities di Sekolah Khusus. Penelitian ini menghasilkan gambaran layanan intervensi yang menghadirkan strategi berbeda pada setiap individu, yang disesuaikan dengan kemampuan serta kebutuhan peserta didik dengan multiple disabilities. Penelitian ini menggunakan pendekatan kualitatif untuk mendeskripsikan secara mendalam proses pelaksanaan intervensi di lingkungan sekolah khusus. Hasil penelitian menunjukkan bahwa strategi intervensi yang diterapkan bersifat individual, fleksibel, dan melibatkan kolaborasi antara guru, orang tua, serta siswa sebagai informan utama. Temuan empiris di lapangan memberikan gambaran konkret mengenai praktik asesmen, pelaksanaan program individual, serta evaluasi berkelanjutan dalam layanan pendidikan. Selain itu, hasil penelitian ini memberikan kontribusi berupa informasi dan pemahaman yang lebih komprehensif mengenai praktik intervensi pada anak dengan multiple disabilities, yang dapat menjadi referensi bagi masyarakat umum, khususnya orang tua dan tenaga pendidik dalam meningkatkan kualitas layanan pendidikan yang sesuai dengan kebutuhan peserta didik.
Implementation of Inclusive Education for Deafblind Students: A Systematic Literature Review of Challenges and Best Practices Weningsih, Weningsih; Junaidi, Ahsan Romadlon; Novianti, Ranti; Hastuti, Wiwik Dwi
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/um031v11i22025p338-341

Abstract

Inclusive education for students with deafblindness continues to face major challenges, particularly in developing countries, due to limited policies, a lack of trained educators, and scarce resources. This study aims to identify both the challenges and best practices in implementing inclusive education for students with deafblindness through a Systematic Literature Review (SLR) approach. The findings reveal that successful inclusion depends on teacher preparedness, the use of assistive technology, and supportive educational policies. Developed countries have implemented strategies such as communication interveners and multisensory learning methods, while developing nations struggle with resource limitations and low public awareness. This study emphasizes the importance of family involvement, adapting the learning environment, and collaboration among schools, communities, and governments to support effective inclusion. As a recommendation, enhancing teacher training, providing assistive technology, and evidence-based policymaking are crucial to improve accessibility and the quality of education for students with deafblindness.
Studi Literatur: Partisipasi Orang Tua dalam Mewujudkan Mutu Layanan Pendidikan Inklusi bagi Anak Berkebutuhan Khusus Budi, Angga Wahyu Setya; Junaidi, Ahsan Romadlon; Samawi, Ahmad
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/um031v11i22025p318-321

Abstract

Pendidikan inklusi bertujuan untuk memberikan kesempatan belajar yang setara bagi semua peserta didik, termasuk Anak Berkebutuhan Khusus (ABK), dalam lingkungan sekolah reguler. Salah satu komponen penting yang sering kali kurang dimanfaatkan secara optimal dalam mendukung mutu layanan pendidikan inklusi adalah partisipasi aktif orang tua. Penelitian ini merupakan studi literatur sistematis terhadap 20 artikel ilmiah nasional dan internasional untuk menganalisis kontribusi partisipasi orang tua dalam mewujudkan mutu layanan pendidikan inklusi. Hasil menunjukkan bahwa keterlibatan orang tua, seperti mendampingi belajar di rumah, menjalin komunikasi dengan guru, dan berpartisipasi dalam pengambilan keputusan, berdampak positif terhadap perkembangan akademik dan sosial anak. Namun, partisipasi ini dipengaruhi oleh faktor sosial-ekonomi, akses teknologi, dan pemahaman terhadap pendidikan inklusi, terutama di daerah tertinggal. Diperlukan strategi kolaboratif yang kontekstual antara sekolah, orang tua, dan komunitas untuk meningkatkan mutu layanan inklusi secara berkelanjutan.
Analisis Aplikasi Emotion Recognition Assisstance (ERA) terhadap Jenis Pengenalan Emosi Dasar pada Anak dengan Autisme Alfredo, Hizkia Yanche; Junaidi, Ahsan Romadlon; Ummah, Umi Safiul
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/um031v11i22025p296-301

Abstract

Tujuan dari penelitian ini yaitu untuk menganalisis keterbatasan dari aplikasi ERA dalam mengenalkan emosi dasar pada anak autis.Penelitian ini menggunakan metode kualitatif dengan pedekatan deskriptif. prosedur yag dilakukan dalam penelitian ini adalah Melakukan perumusan masalah, Menentukan jenis informasi atau data, Menentukan prosedur pengumpulan data, Melakukan pengolahan data, Melakukan pengambilan keputusan berdasarkan hasil analisis data. Anak-anak dengan autisme sering kali kesulitan dalam mengendalikan emosi, sehingga menunjukkan reaksi yang tidak terduga seperti meltdown. Hal ini menunjukkan bahwa mereka kurang memahami emosi terkejut, yang dapat mengurangi meltdown dan meningkatkan komunikasi nonverbal. Memasukkan emosi terkejut dalam ekspresi emosi dapat membantu anak-anak dengan autisme mengekspresikan diri mereka sehingga mudah dipahami dalam berkomunikasi.
Implementation of TEACCH in Learning for Students with Autism Spectrum Disorders in Special School Anissa Sa’adah; Ahsan Romadlon Junaidi
Journal of Disability Vol 1, No 2 (2021): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v1i2.59927

Abstract

In education for children with autism spectrum disorders or ASD, appropriate learning methods are needed in order to develop their abilities and overcome difficulties due to their limitations. TEACCH (Treatment and Education of Autistic and Related Communication-handicapped Children) is one of the effective methods used in intervention for children with autism spectrum disorders. This study aims to describe the application of the TEACCH method in the learning of students with autism spectrum disorders at the primary education level in special schools. The research was conducted using a qualitative approach through case studies. Data was collected by observation, interviews, and documentation. Data analysis used the Miles & Huberman model. The research findings show that the process of implementing TEACCH in special schools goes through the stages of planning, implementation and evaluation. Planning includes: building a teacher's mindset, providing education to educators, forming an acceleration team (program coordinator, curriculum coordinator, and teachers), creating a support system and continuous evaluation. The implementation of TEACCH is shown from its structured teaching activities, namely: clear and coherent activities through a work system, clear and predictable activities through the use of activity schedules, structuring the physical structure of the learning environment, and the use of visual aids. Evaluation was conducted to assess the development of student learning outcomes and teacher performance in teaching.
Co-Authors Abdul Huda Agung Kurniawan Ahmad Samawi Alfredo, Hizkia Yanche Anissa Sa’adah Aqilah, Thalsa Syahda Areza Lula Iqlima Areza Lula Iqlima Asep Sunandar Atifah Nur Zahidah Aulia Putri Budi, Angga Wahyu Setya Dewi Rahmawati Hartadi Dian Kusumawati Dimas Arif Dewantoro Ediyanto Faiqoh, Anisah Nurul Fina Riswari Fiolina Hana Puspitasari Gama Rahmita Hanif, Ellora Fauziyyah HERLIYANTI, ARINDA Hudayana, Wira Irvan, Muchamad Irvan, Muchammad Iswahyudi, Silvana Rahma Jatmiko Wahyu Nugroho Joshua Jauhari, Muhammad Nurrohman Jihaan Haniifah Christyodetaputri Jihaan Haniifah Christyodetaputri Karinda Devinta Putri Kinanti, Dwi Madinatul Munawaroh Marlina, Lini Megarani Rosnadia Muhammad Irvan Muhammad Irvan Murtiasih Neny Yuniarti Nini, Klemensia Noviati, Ranti Nurul Fitra Febriana Nur’aini, Andini Prima Oktaviani Hidayah Pradipta, Rizqi Fajar Pramesti, Vina Alya Pravisi Shanti Puspitasari, Fiolina Hana Putri, Reza Sutarna Raden Bambang Sumarsono Rahayu, Norma Anis Ranti Novianti Riswari, Fina Rizky Amalia Rosyidi RUMAHORBO, ROSMAWATY Salsabila, Annisa Zahra Sari, Pricilia Diah Puspita Setyorini, Titis Silvana Rahma Iswahyudi Siti Mutmainah Susilawati, Sinta Yuni Toni Yudha Pratama Umi Safiul Ummah Ummah, Ummi Safiul Visca Rinanda Putri Wahyudi Siswanto Weningsih, Weningsih Wiji Lestari Wiwik Dwi Hastuti Yuli Yanti Yuniarti, Neny Zakariya, Erza Faradillah