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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPK (Jurnal Pendidikan Khusus) Jurnal ORTOPEDAGOGIA JURNAL EDUCATION AND DEVELOPMENT Jurnal Studi Guru dan Pembelajaran Jurnal Abdidas Jurnal Pendidikan dan Teknologi Indonesia Edu Cendikia: Jurnal Ilmiah Kependidikan Indonesian Journal of Innovation Studies Edunity: Kajian Ilmu Sosial dan Pendidikan Proceeding of International Conference on Special Education in South East Asia Region LITERAL: Disability Studies Journal Jurnal Kajian Pendidikan dan Psikologi
Handoyo, Rendy Roos
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pengembangan Buku Saku Bahasa Inggris Braille “Part Of Body And Internal Organs” untuk Siswa Tunanetra Rossiani, Wianda Difitria; Pramesti, Vioni Aghna; Dewi, Zulvita Ichsania; Handoyo, Rendy Roos
Jurnal ORTOPEDAGOGIA Vol 8, No 2 (2022): November
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v8i22022p84-91

Abstract

Buku saku bahasa Inggris braille dapat memudahkan akses belajar bagi siswa tunanetra dalam pembelajaran bahasa Inggris, karena ukuran yang kecil, praktis, dan ringan sehingga dapat dibawa kemana-mana. Begitupun dalam mencari kosakata yang sulit akan segera ditemukan, karena kosakata pada buku saku tersusun secara alfabetis. Faktanya, buku bahasa Inggris untuk siswa tunanetra masih sangat terbatas, sehingga siswa tunanetra mengalami kesulitan dalam belajar bahasa Inggris khususnya dalam meningkatkan kemampuan bahasa Inggris. Penelitian ini bertujuan untuk mengembangkan buku saku bahasa Inggris braille “Part of Body and Internal Organs”. Desain penelitian yang digunakan yaitu Research and Development (R&D) dengan model pengembangan Four-D Model (4D) yaitu define, design, develop dan disseminate. Teknik pengumpulan data yang dilakukan dengan wawancara, kuesioner dan tes. Analisis data yang digunakan yaitu analisis data kualitatif dan kuantitatif Statistik deskriptif. Subjek penelitian ini melibatkan 1 orang ahli materi, 1 orang ahli media, 1 orang guru dan 2 siswa tunanetra kelas IV (empat) SLB Negeri Bogor sebagai subjek uji coba. Harapan peneliti dari hasil penelitian ini, dapat mengembangkan buku saku bahasa Inggris braille “Part of Body and Internal Organs”, sehingga dapat memudahkan akses belajar bagi siswa dan dapat membantu siswa tunanetra dalam meningkatkan kemampuan bahasa Inggris.
Optimalisasi Produksi Keset dengan Frame Antropometrik untuk Anak Down Syndrome di Panti Bina Siwi Yusuf, Arya; Manullang, Raynald Rahmadani; Setiyawan, Bagus Putra; Ramadhan, Tarangga Rizal; Nurazijah, Sifa; Handoyo, Rendy Roos
Jurnal Pendidikan dan Teknologi Indonesia Vol 4 No 6 (2024): JPTI - Juni 2024
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpti.459

Abstract

Program ini dilakukan karena adanya kendala pada keterbatasan alat dan efisiensi kerja dalam pembuatan keset di panti asuhan Bina Siwi. Program ini bertujuan untuk meningkatkan keterampilan produksi keset pada anak dengan down syndrome melalui pengembangan alat berbasis antropometrik dan pelatihan manajerial. Metode yang digunakan meliputi pembuatan alat, pelatihan pengasuh dengan metode Training of Trainer (ToT), dan penerapan K3. Hasil menunjukkan peningkatan efisiensi waktu produksi keset dari 10 hari menjadi 5 hari dan peningkatan kualitas produk. Program ini berkontribusi pada pemberdayaan ekonomi panti dan memberikan model pelatihan yang dapat diadopsi oleh komunitas lain.
Analisis kebutuhan alat peraga edukatif di Sekolah Luar Biasa Ishartiwi, Ishartiwi; Handoyo, Rendy Roos; Dewi Barotut Taqiyah
Literal: Disability Studies Journal Vol. 2 No. 02 (2024): October 2024
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/literal.v2i02.149

Abstract

This study used a descriptive qualitative approach with the aim of exploring an in-depth understanding of the use of educational aids (APE) in special schools (SLB) in Yogyakarta Special Region. This study involved 70 special education teachers with diverse educational backgrounds and teaching experiences. Interviews and observations were used to collect information. Data were analyzed using needs analysis techniques to identify the specific needs and preferences of students with special needs in the context of learning.  The results showed that APE has an important role in supporting the learning of students with special needs. Although some SLBs have allocated funds for the purchase of APE and implemented policies related to its use, there are still challenges in terms of availability, compatibility with students' specific needs, and maintenance of existing APE. Different types of specific barriers, such as visual, hearing, intellectual, physical, emotional and behavioral barriers, require different approaches in the development and use of APE. For example, for students with visual impairments, APE should optimize the use of the senses of touch and hearing, while for students with emotional and behavioral impairments, APE should focus on developing positive behaviors and managing emotions.  
Contextual Wordwall Games for Number Recognition in Inclusive Kindergarten: Permainan Wordwall Kontekstual untuk Pengenalan Angka di TK Inklusif Sinta D, Nia Aprilia Pratama; Ishartiwi; Handoyo, Rendy Roos
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1688

Abstract

Background: Early childhood number recognition is a crucial foundation for mathematical development and life skills, yet children with learning difficulties often struggle due to a lack of engaging and inclusive teaching media. Specific background: Existing research rarely focuses on digital game-based learning tools like Wordwall in inclusive kindergarten contexts. Knowledge gap: There is limited evidence on how contextual-based Wordwall games address numeracy challenges for children with learning barriers. Aim: This study aimed to explore the application of contextual-based Wordwall educational games to support number recognition skills in kindergarten group B children with learning difficulties. Results: Using Kemmis and McTaggart’s classroom action research design, two cycles of intervention were conducted with 10 participants. Mastery levels increased from 40–50% in cycle I (average score 6.4–6.5) to 90–100% in cycle II (average score 7.3–8.1). Cognitive, affective, and psychomotor improvements were observed, including better sequencing, number-object matching, collaboration, and confidence. Novelty: This study introduces the integration of contextual Wordwall games as a digital tool for inclusive early childhood classrooms. Implications: Findings suggest that teachers can adopt contextual Wordwall games as an alternative media to create meaningful, interactive, and adaptive learning for children with learning difficulties. Highlights Children’s number recognition skills improved after contextual Wordwall game use Cognitive, affective, and psychomotor skills developed simultaneously Teachers gained a practical and replicable strategy for inclusive classrooms Keywords: Number Recognition, Contextual Learning, Wordwall Educational Games, Inclusive Kindergarten, Learning Difficulties
Contextual Concrete Media for Improving Subtraction Skills in Elementary Students: Media Konkret Kontekstual untuk Pemahaman Operasi Pengurangan Siswa Sekolah Dasar Kusumawati, Anggriani; Ishartiwi; Handoyo, Rendy Roos
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1730

Abstract

Background: Mathematics learning in early elementary grades often faces challenges, particularly in teaching abstract concepts like subtraction to students with learning difficulties. Specific background: Many students experience low understanding and motivation, leading to poor learning outcomes that fall below the minimum mastery criteria. Knowledge gap: Few studies focus specifically on the use of contextual, hands-on media for subtraction skills in second-grade students with learning difficulties. Aim: This study investigates the use of a contextual concrete media, the Counting Box, to strengthen conceptual understanding of subtraction. Results: A quasi-experimental one-group pretest-posttest design was used with five students. Results revealed a significant improvement in posttest scores, with an average N-Gain score of 0.82 (82%), categorized as high. Students demonstrated greater focus, engagement, and success in solving subtraction problems within the 1–20 range. Novelty: The study presents a practical, engaging 3D learning tool designed specifically for students with learning difficulties. Implications: Findings suggest that teachers can adopt Counting Box as a classroom strategy to support inclusive education, improve conceptual understanding, and foster active participation in mathematics learning. Highlights: Students showed a 36% average score improvement after using Counting Box. The contextual design helped make subtraction concepts more concrete and engaging. Teachers reported high classroom engagement and improved focus among students. Keywords: Contextual Learning, Concrete Media, Counting Box, Subtraction Skills, Learning Difficulties
Penguatan Implementasi Project Based Learning bagi Guru Sekolah Luar (SLB) Biasa di Gunungkidul Suseno, Adi; Ishartiwi , Ishartiwi; Handoyo, Rendy Roos; Azizah, Nur
Jurnal Abdidas Vol. 6 No. 2 (2025): April 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v6i2.1143

Abstract

Pengalaman langsung (hands-on experience learning) dapat menjadi sarana yang efektif untuk memfasilitasi dalam pembelajaran kecakapan hidup (life skills) dalam memahami konsep, meningkatkan keterampilan praktis, serta membantu dalam pengembangan kemandirian dan kepercayaan diri bagi anak berkebutuhan khusus. Hal tersebut serupa dengan tantangan yang dihadapi oleh guru SLB di Gunungkidul dalam memberikan pengalaman langsung bagi anak berkebutuhan khusus dalam pembelajaran serta tidak menjabarkannya dalam perangkat pembelajaran. Selain itu, kompetensi pedagogik yang meliputi pemahaman guru terhadap anak berkebutuhan khusus, perancangan dan pelaksanaan pembelajaran, evaluasi hasil belajar, dan pengembangan untuk mengaktualisasikan berbagai potensi anak yang dimilikinya harus tampak dalam perangkat pembelajaran dan implementasinya di kelas. Oleh karena itu, kegiatan dosen di luar kampus pengabdian kepada masyarakat (PkM) bertujuan untuk memberikan penguatan implementasi Project Based Learning bagi guru di Sekolah Luar Biasa di Gunungkidul. Pemahaman dan keterampilan guru SLB di Gunungkidul dalam pembelajaran berbasis PjBL dapat meningkatkan pendidikan yang berkualitas bagi anak berkebutuhan khusus. Kegiatan ini dilakukan dalam bentuk kegiatan workshop, diskusi terarah, dan pendampingan secara tatap muka dan online. Kegiatan melibatkan 30 peserta dari SLB di Gunungkidul.
Improving Science Learning Outcomes Through Contextual-Based Picture Media for Students With Learning Difficulties in Elementary Schools Antonius Nuwa Jo; Ishartiwi Ishartiwi; Rendy Roos Handoyo
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 9 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i9.443

Abstract

Elementary education plays a crucial role in laying the foundation of students’ knowledge and skills. Science and Social Studies (IPAS) is one of the core subjects that equips students with an understanding of their environment and society. However, students with learning difficulties often face challenges in comprehending abstract concepts presented in IPAS lessons. This study aims to investigate the effectiveness of context-based picture media in improving IPAS learning outcomes among slow learner students in elementary school. This research employed a classroom action research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through written tests, classroom observations, and interviews with teachers. The intervention focused on using contextual picture media that related directly to students’ daily experiences, such as markets, plants around the school, and community activities. The findings show a significant improvement in students’ learning outcomes. The average score increased from 62.5 in the pre-action stage to 71.3 in the first cycle, and further to 81.7 in the second cycle. Mastery learning also rose from 35% to 65% and ultimately 90%. Moreover, observations revealed higher student participation, stronger motivation, and increased confidence in expressing ideas during learning activities. Teachers also noted that contextual images helped students connect abstract concepts with real-life situations, making lessons more meaningful and interactive. In conclusion, the use of contextual picture media has proven effective in enhancing IPAS learning outcomes for students with learning difficulties. This approach not only improves cognitive achievement but also fosters affective and psychomotor development, making it a practical strategy for inclusive education in elementary schools.
Peningkatan Kemampuan Memahami Perubahan Wujud Melalui Video Interaktif Berbasis CTL pada Siswa Slow Learner : Improving the Ability to Understand Changes in State of Matter Among Slow Learners Using CTL-Based Interactive Videos Neli Mailawati; Rendy Roos Handoyo
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9238

Abstract

This study was motivated by the low ability of second-grade elementary school students—specifically those at risk of being "slow learners"—to understand changes in the states of matter, a topic involving abstract science concepts. The study aimed to improve the learning process and comprehension of changes in the states of matter through the implementation of interactive videos based on the Contextual Teaching and Learning (CTL) approach. A Classroom Action Research (CAR) method was employed over two cycles, comprising planning, action implementation, observation, and reflection. The research subjects were two students identified as being at risk of being slow learners. Data were collected via tests, observation, and documentation, then analysed using both quantitative and qualitative descriptive methods. The results indicate that the use of CTL-based interactive videos enhanced the quality of the learning process, evidenced by increased student engagement in observing, questioning, discussing, and connecting the material to daily experiences. This improvement in the learning process led to better student learning outcomes. Subject RF's score rose from 30% at the baseline to 90% by the end of Cycle II, while Subject AB's score increased from 40% to 90%. The class average learning outcome rose from 61 to 96, and the mastery rate increased from 22% to 100% by the end of Cycle II. Based on these findings, it is concluded that CTL-based interactive videos are effective in improving the learning process and the understanding of changes in the states of matter for students at risk of being slow learners, making them a suitable alternative instructional medium for science education in elementary schools.
Peningkatan Keterampilan Membaca Permulaan Melalui Media Gambar Berbasis Konstruktivisme pada Siswa Beresiko Lambat Belajar : Improving Early Reading Skills in Students at Risk of Slow Learning Through Constructivism-Based Image Media Khoiriyah Khoiriyah; Rendy Roos Handoyo
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9239

Abstract

This study aims to improve the early reading skills of students at risk of slow learning through the implementation of constructivism-based image media. The study employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model and was conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The subjects were two second-grade students at SD Negeri 006 Long Mesangat (2025/2026 academic year) identified as being at risk of slow learning and experiencing difficulties with early reading. Data collection involved observation and performance tests, while data analysis was conducted using both quantitative and qualitative descriptive approaches. The results indicate that the use of constructivism-based image media successfully improved the quality of the learning process and the students' early reading skills incrementally. The average reading skill score rose from 40% in the pre-cycle stage (categorised as "needs guidance") to 70% in Cycle I (categorised as "sufficient"), and further increased to 90% in Cycle II (categorised as "excellent"). This improvement occurred because the image media provided concrete, engaging, and meaningful learning experiences, thereby helping students construct an understanding of letter symbols, vowels, consonants, syllable blending, and simple word reading in accordance with constructivist principles. Thus, constructivism-based image media is effective for enhancing early reading skills among elementary school students at risk of slow learning.
Peningkatan Kemampuan Pemahaman Konsep Limbah Anorgranik Melalui Video Animasi Edukatif Berbasis Visual Auditori Kinestetik : Improving Conceptual Understanding of Inorganic Waste Through Visual-Auditory-Kinesthetic-Based Educational Animated Videos Soemaryanti Ramadhani; Rendy Roos Handoyo
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9241

Abstract

This study aims to improve the learning process and understanding of inorganic waste concepts among Grade VIII students at risk of learning difficulties through the implementation of educational animated videos based on the Visual-Auditory-Kinesthetic (VAK) model. The study was motivated by students' limited ability to recognise characteristics, classify types, and explain differences regarding inorganic waste—issues stemming from instructional media that lacked interactivity and failed to provide concrete, engaging learning experiences aligned with students' learning characteristics. The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model, conducted over two cycles, each comprising the stages of planning, action implementation, observation, and reflection. The subjects were 27 Grade VIII students, with a specific focus on six students at risk of learning difficulties. Data were collected through observation, tests, and documentation, then analysed using quantitative and qualitative descriptive techniques. The results indicate that the implementation of VAK-based educational animated videos successfully enhanced student learning activities across visual, auditory, and kinesthetic aspects. Visual activity increased from 57% to 76%, auditory activity from 61% to 83%, and kinesthetic activity from 66% to 91%. This increase in learning activity led to improved understanding of inorganic waste concepts, with all students achieving mastery by the end of Cycle II. Thus, the implementation of VAK-based educational animated videos proved effective in enhancing the quality of the learning process and the understanding of inorganic waste concepts among students at risk of learning difficulties.
Co-Authors Adi Suseno Angga Damayanto Antonius Nuwa Jo Cepi Safiruddin Dewi Barotut Taqiyah Dewi Barotuttaqiyah Dewi, Zulvita Ichsania Diajeng Tyas Phytanza Ernisa Purwandari Fery Muhammad Firdaus Ishartiwi Ishartiwi Khoiriyah Khoiriyah Kusumawati, Anggriani Lis Prasetyo Luther Duma Manullang, Raynald Rahmadani Mumpuniarti Mumpuniarti Neli Mailawati Nur Azizah Nurazijah, Sifa Pramesti, Vioni Aghna Ramadhan, Tarangga Rizal Rossiani, Wianda Difitria Setiyawan, Bagus Putra Sinta D, Nia Aprilia Pratama Soemaryanti Ramadhani Suseno, Adi Wening Prabawati Yusuf, Arya