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This Author published in this journals
All Journal Pedagogi: Jurnal Ilmu Pendidikan Jurnal Unik: Pendidikan Luar Biasa AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Jurnal Pendidikan Kebutuhan Khusus PAKAR Pendidikan Jurnal Studi Kependidikan dan Keislaman Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi) Edumaspul: Jurnal Pendidikan
Damri Damri
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Peer-Mediated Interventions for Children with Intellectual and Developmental Disabilities: A Systematic Literature Review M. Zulhadi; Damri Damri; Nurhastuti Nurhastuti; M. Zulhadi; Damri Damri; Nurhastuti Nurhastuti; Rahmahtrisilvia Rahmahtrisilvia
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.9

Abstract

Children with intellectual and developmental disabilities (IDD) frequently experience difficulties in social interaction and communication, highlighting the need for effective inclusive intervention strategies in educational settings. This study aims to systematically review the implementation and effectiveness of peer-mediated interventions for children with IDD in inclusive school contexts. A systematic literature review was conducted following the PRISMA 2020 guidelines, complemented by a bibliometric analysis using the Bibliometrix package. A total of 194 articles were identified, of which 13 studies met all inclusion criteria and were included in the final synthesis. The results indicate that peer-mediated interventions, such as peer tutoring, peer modeling, and peer support, significantly improve social interaction, communication skills, and behavioral engagement among children with IDD. The effectiveness of these interventions is influenced by key factors, including structured peer training, active teacher facilitation, and supportive learning environments. Additionally, the bibliometric findings reveal a growing research interest in this field, with dominant themes centered on social interaction, communication, and inclusive education. In conclusion, peer-mediated interventions represent an effective and practical approach to enhancing social and communicative outcomes while promoting inclusive learning environments for children with IDD. The findings suggest that educators should integrate structured peer-mediated strategies into classroom practices, while policymakers and researchers are encouraged to further develop and expand evidence-based inclusive interventions across diverse educational contexts.
Induction Program with Coaching Method in Improving the Professional Competence of Special School Teachers Irawan Irawan; Rahmatrisilvia Rahmatrisilvia; Damri Damri; Elsa Evrina
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i2.41810

Abstract

This study aims to develop and examine the effectiveness of an induction program based on the coaching method in improving the professional competence of new teachers at Special Schools (SLB). The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 30 new SLB teachers spread across five districts/cities in North Sumatra. Data collection instruments included observation sheets, teacher competency questionnaires, and in-depth interviews. The results showed that the coaching-based induction program developed was valid (expert validation score 87.5%), practical (practicality score 84.2%), and effective in improving the professional competence of SLB teachers. The improvement of teacher professional competence is evidenced by a gain score of 0.72 (high category) in special pedagogical aspects, 0.68 in adaptive material mastery, and 0.75 in inclusive classroom management. The implications of this research provide recommendations for education departments and school principals to implement structured coaching-based induction programs as a standard for professional development of new SLB teachers.
Co-Authors Afrila Afrila Aidha Sabri Antoni Tsaputra Asep Ahmad Sopandi Asri Reski Ilmiawan Budi, Setia Damri Damri Deliza Febrianty Deliza Febrianty Elsa Evrina Faiqah Dzakiyatus Safna Fauziyah Tabitha Wandari Febiola Francisca Grahita Kusumastuti, Grahita Gustia Sepriani Putri Irawan Irawan Irdamurni Irdamurni Jehan Nabela Oktaviani Johandri Taufan Khairotul Nur Indah Wadria M. Zulhadi M. Zulhadi Mardhatillah Zulpiani Mega Iswari Megga Wati Mexxy Novia Sartika Muhammad Sabri Fadhillah Tyazal Nelly Nelly Nurhastuti Nurhastuti Nurhastuti Nurhastuti Rahmahtrisilvia Rahmahtrisilvia Rahmatrisilvia Rahmatrisilvia Ridoan Lubis Rita Oktavia Welgiana Mitra Yolanda Ismudar Yora Kurniawan Zulmiyetri Zulmiyetri