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All Journal Jurnal Unik: Pendidikan Luar Biasa Journal of ICSAR Jurnal ORTOPEDAGOGIA QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama JURNAL PENDIDIKAN JASMANI DAN OLAHRAGA DWIJA CENDEKIA: Jurnal Riset Pedagogik Mimbar Ilmu TEGAR: Journal of Teaching Physical Education in Elementary School Jurnal Inovasi Pendidikan Ekonomi JIIP (Jurnal Ilmiah Ilmu Pendidikan) Edunesia : jurnal Ilmiah Pendidikan Indonesian Journal of Global Health research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Wahana Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan ASEAN Journal of Science and Engineering Education (AJSEE) Indonesian Journal of Educational Research and Technology (IJERT) Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Eduvest - Journal of Universal Studies Innovative: Journal Of Social Science Research Jurnal Pendidikan Terapan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) INCLUSIVE EDUCATION Jurnal Penelitian Pendidikan Indonesia Edumaspul: Jurnal Pendidikan Inovasi Kurikulum
Budi Susetyo
Departemen Pendidikan Khusus, Universitas Pendidikan Indonesia
Religion Aerospace Engineering Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Nursing Public Health Social Sciences Other

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Fragmented AI Adoption in Indonesian Special Education: An Adaptive Multi-Layer Iterative Model for Differentiated Instruction in Intellectual Disability Contexts Ajeng Suryani; Budi Susetyo; Iding Tarsidi; Hana Qurrotul Uyun; Mennatallah Elsabagh
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20277

Abstract

This study aims to investigate patterns of AI utilization for students with intellectual disabilities and develop the Adaptive Multi-Layer Iterative Model (AMLIM) as a conceptual framework for integrating AI into differentiated instruction practices for students with intellectual disabilities in Indonesia. Using a qualitative-dominant mixed-methods design, this study combines systematic literature synthesis and survey data from 80 special education teachers from public and private special schools across multiple provinces in Indonesia, predominantly West Java and South Sumatra. Data were analyzed using descriptive statistics and thematic synthesis. Results show that 81.5% of teachers perceived AI as beneficial for instructional material development, but only 30.9% had received formal AI-related training, while 85.2% relied primarily on social media for AI-related knowledge. Although 64.2% adapted AI-generated materials to students’ individual needs, implementation remains fragmented and concentrated in instructional preparation rather than systematic assessment and documentation. To address these limitations, this study proposes the Adaptive Multi-Layer Iterative Model (AMLIM), a feedback-based framework integrating pedagogical processes, adaptive personalization, assessment documentation, and governance structures. The model promotes a more systematic, documented, and accountable approach to AI-supported differentiated instruction in special education.
Integrating Universal Design for Learning and Individualized Education Plans in Inclusive Education: A Systematic Literature Review Siti Rokhmah Sobariah; Budi Susetyo; Iding Tarsidi; Eka Yuli Astuti; Ezza Mad Baguri
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9329

Abstract

Inclusive education requires curriculum frameworks that accommodate learner diversity while ensuring individualized support for students with special educational needs. Although Universal Design for Learning (UDL) and Individualized Education Plans (IEPs) are widely recognized as complementary approaches, evidence regarding their integration within inclusive curriculum design remains fragmented. This study aims to synthesize research trends, implementation patterns, empirical impacts, and challenges associated with the integration of UDL and IEPs in inclusive education. A Systematic Literature Review (SLR) was conducted following the framework of Denyer and Tranfield (2009) and PRISMA guidelines. Literature published between 2015 and 2025 was retrieved from Scopus, Web of Science, ERIC, SpringerLink, Taylor & Francis, and Google Scholar. After a rigorous screening and quality appraisal process using CASP and JBI instruments, ten high-quality studies were included in the final synthesis. The findings reveal that UDL consistently enhances learning accessibility, student engagement, and academic achievement through flexible instructional design and multimodal learning opportunities. However, the integration of UDL and IEPs remains largely fragmented and is rarely institutionalized within formal curriculum policies. Successful implementation is supported by professional development, collaborative practices among educators, strong school leadership, and access to educational technology, while administrative burdens and limited policy alignment remain significant barriers. This review highlights the need for a systemic framework that integrates universal curriculum design with individualized planning to strengthen sustainable inclusive education practices.
Practical-Based Culinary Education to Develop Vocational Skills for Deaf Students at SLBN Cicendo Febianty Diane Suherman; Imas Diana Aprilia; Juhanaini Juhanaini; Budi Susetyo; Iding Tarsidi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9373

Abstract

Vocational education plays a critical role in preparing deaf students for successful participation in employment and independent living. However, vocational programs in special schools often emphasize technical instruction without adequately connecting learning experiences to outcomes in the school-to-work transition. This study aimed to examine how practice-based culinary learning contributes to the development of vocational competence and transition readiness among deaf students from a Life Centered Career Education (LCCE) perspective. A qualitative implementative case study was conducted at SLBN Cicendo involving deaf students and vocational teachers participating in a culinary training program. Data were collected through participant observation, semi-structured interviews, documentation, and performance-based assessment, and were analyzed using interactive and thematic analysis. The findings revealed that practice-based culinary learning strengthened students’ procedural competence, work accuracy, task responsibility, independence, and adaptive work behaviors through authentic and visually supported learning experiences. Repeated hands-on activities enabled students to internalize workplace routines and develop employability-related skills, including discipline, collaboration, and persistence. From an LCCE perspective, the learning process functioned not only as vocational training but also as a structured school-to-work transition mechanism that connected technical competence with daily living and occupational skills. This study contributes to special education literature by demonstrating how experiential vocational learning can operationalize LCCE principles in deaf education and support transition-oriented instructional practices. The findings offer practical implications for developing vocational curricula and transition programs that better prepare deaf students for inclusive employment opportunities.
Sensory Motor Interventions in the Kinesthetic Development of Autistic Children: Exercise Literature Review Ira Ocktavia Siagian; Endang Rochyadi; Budi Susetyo; Herlina Hasan
Indonesian Journal of Global Health Research Vol 7 No 4 (2025): Indonesian Journal of Global Health Research
Publisher : GLOBAL HEALTH SCIENCE GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/ijghr.v7i4.6455

Abstract

Autism Spectrum Disorder (ASD) is often accompanied by impairment in motor skills and sensory processing, which impacts a child's kinesthetic development. This study aims to examine the effectiveness of sensory motor training interventions in improving the kinesthetic skills of autistic children through a meta-analysis of four national journals in 2021-2023. The four journals include direct interventions in the form of physical exercises, creative media such as batik, and educational game tools Maze Dua Sisi (MADASI). At the time of the journal search the keywords "sensorimotor intervention" AND "autism", "motor development" AND "children with ASD". The results of the analysis showed that sensory motor interventions consistently improved children's movement coordination skills, body balance, fine motor, and independence. The effectiveness of the intervention was strongly influenced by the duration of the exercise, parental involvement, and individual approaches according to the characteristics of the child. This study recommends the integration of sensory motor interventions into the education and nursing services of autistic children as a holistic effort to improve their quality of life. These findings also emphasize the importance of multidisciplinary collaboration and family involvement in supporting ongoing therapy outcomes.
The Effect of an Inclusive School Environment on The Learning Achievement of Children With ADHD In Class III of Primary School Siti Annnoora Niroha Pulungan; Sunardi Sunardi; Budi Susetyo
Eduvest - Journal of Universal Studies Vol. 4 No. 10 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i10.1330

Abstract

The background to this research is that ADHD (Attetention Defic Hyperactifity Disorder) children are very dependent on their environment, because they have difficulty focusing and are hyperactive. This will relate to the social and achievement of ADHD children. The aim of this research is to explain the influence of an inclusive school environment on the learning achievement of ADHD children in third grade of elementary school. The method used in this research is descriptive qualitative, which allows researchers to clearly explain social reality through observations and interviews at the research site. A qualitative approach is useful for explaining the influence of an inclusive school environment on the achievement of ADHD children in third grade of elementary school. Qualitative research is an inquiry strategy that plays a role in searching for meaning, understanding, concepts, characteristics, symptoms, symbols and descriptions of an event; focused and multimethod, natural and holistic; prioritizes quality, uses several methods, and is presented narratively. An inclusive school environment has an important role in forming social relationships between students who have obstacles and those who do not have obstacles, so that educational goals can be realized optimally. All school members must be able to carry out their respective obligations, as well as students who have obstacles.
The Effectiveness of Shaping Techniques in Improving Independence in Genital Hygiene Among Students with Moderate Intellectual Disabilities Galih Gustiana Wijaya; Budi Susetyo; Iding Tarsidi
Eduvest - Journal of Universal Studies Vol. 6 No. 5 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i5.53168

Abstract

Health in the reproductive organs is important for adolescents, including children with disabilities. Although disabled children have shortcomings and limitations in terms of their intellect, they require independence in taking care of personal needs, especially in terms of maintaining the cleanliness of the reproductive organs. Interventions are needed that can encourage the independence of personal hygiene skills of genitalia of children with disabilities. One of the alternative behavior modifications that can be applied to increase the independence of children with disabilities is shaping. This study aims to increase the independence of personal hygiene genitalia of students with moderate disabilities at SLB Satria Galdin. The method used was Single Subject Research with an A-B-A design. Data is collected through performance tests using test instruments. The data obtained was analyzed using descriptive statistical analysis and displayed in simple line graphs. The results of this study showed an increase in independence in students in genitalia personal hygiene skills, evidenced by an increase in the mean level in conditions at baseline 1 (A-1) by 54.10%, intervention (B) by 62.70% and baseline 2 (A-2) by 78.70%. Based on these results, it can be concluded that the shaping technique is effective in increasing the independence of genitalia personal hygiene in students with moderate intellectual disabilities, as demonstrated by the progressive improvement across all phases with zero percentage overlap between baseline and intervention phases, indicating that the intervention had a positive and meaningful impact on the target behavior.
Pedagogical interventions for braille Qur’an literacy in learners with visual impairment: A systematic literature review Safaruddin Safaruddin; Budi Susetyo; Iding Tarsidi; Imas Diana Aprilia
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266906

Abstract

Braille Qur’an literacy is a critical competency for Muslim learners with visual impairment, yet the evidence base for effective pedagogical interventions remains fragmented and methodologically immature. This systematic literature review synthesized evidence from 23 studies addressing teaching and learning of Braille Qur’an or Braille Arabic literacy among learners with visual impairment, following PRISMA 2020 guidelines. Searches across five databases in October and November 2024 yielded 387 records; 23 met pre-specified inclusion criteria after screening. Eligible studies were categorized as primary evidence (direct Braille Qur’an pedagogy, n = 17) or secondary evidence (general Braille literacy or learning science relevant to the domain, n = 6). Quality appraisal using the standard MMAT version 2018 (Hong et al., 2018) identified one high-quality study, seven moderate-quality studies, and fifteen low-quality studies, reflecting an immature evidence base. Thematic synthesis identified four clusters: method and technique-oriented approaches (n = 10), media and assistive technology interventions (n = 6), teacher role and competency studies (n = 4), and cognitive-pedagogical framework studies (n = 3). Five critical gaps were identified across the evidence: absence of theory-grounded instructional models, fragmented outcome measurement, absence of cognitive load as a design principle, insufficient experimental rigor, and geographic concentration. Conclusions from this review are provisional, given the preponderance of low-quality primary evidence. The review provides a structured foundation for a new generation of theoretically informed, rigorously designed research in this domain.
Protection of Children with Special Needs from Gender-Based Sexual Violence Through Family-Based Protection Programs Yanti Lisnawati; Budi Susetyo; Iding Tarsidi; Ahsen Yılmaz; Muhammad Rijaal Qurrota A'yuni
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i2.9286

Abstract

Children with special needs, particularly girls with intellectual disabilities, are at high risk of experiencing gender-based sexual violence due to limitations in communication, understanding of risky situations, and dependence on adults. Despite increasing concerns regarding violence against children with disabilities, studies examining family-based protection integrated with special education interventions remain limited. This study aims to analyze the vulnerability and patterns of gender-based sexual violence experienced by children with intellectual disabilities and to examine the effectiveness of family-based protection programs through Special Programs (Progsus) and Reproductive and Sexual Health Education (PKRS). This study employed a descriptive qualitative approach using a case study design involving a 15-year-old girl with intellectual disabilities at State Special School 02 in Serang City, Indonesia. Informants included parents, teachers, and school personnel involved in the intervention process. Data were collected through gender-based violence assessments, in-depth interviews, observations, program documentation, and assistance records. Data were analyzed thematically using the interactive model of Miles, Huberman, and Saldaña, with triangulation employed to ensure trustworthiness. The findings revealed that the child experienced moderate levels of sexual violence perpetrated by individuals from her immediate environment. The implementation of Progsus and PKRS through school–family collaboration contributed to psychological recovery and improved self-protection skills, including the ability to recognize private body parts, distinguish safe and unsafe touch, and reject inappropriate treatment. Family involvement also enhanced parental awareness and responsiveness toward potential risks of sexual violence. This study highlights the strategic role of family-based protection programs integrated with adaptive sexuality education in preventing and addressing gender-based sexual violence among children with special needs. The findings provide practical implications for inclusive education policies and child protection programs that are sensitive to disability and gender issues.
Enhancing Letter Recognition in Students with Mild Hearing Impairment through Flashcard-Based Phonics: A Single Subject Intervention Study Hilmi Maulid Datul Hasanah; Budi Susetyo; Neni Meiyani
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.v7i3.1747

Abstract

This study aimed to examine the effectiveness of a flashcard-based phonics method in improving letter recognition among students with mild hearing impairment. A Single Subject Research (SSR) design with an A-B-A pattern was applied to one second-grade student at SLBN A Citeureup, Cimahi City. Data were collected through repeated written tests and practical tasks during baseline-1, intervention, and baseline-2 phases, then analyzed using within and between-condition visual analysis. The findings showed that the student’s letter recognition score increased from 50% in baseline-1 to 68.9% during the intervention, and further rose to 84.5% in baseline-2. An overlap percentage of 0% indicated a strong intervention effect. These results suggest that flashcard-based phonics is effective for enhancing early literacy skills in learners with mild hearing impairment. Practically, the combination of flashcards and phonics supports visual learning characteristics and helps strengthen the relationship between letter symbols and sounds in more structured literacy instruction. It also offers a simple alternative for special education classrooms.
Sustainable English Audio Vocabulary (SEA-V) to Improve English Learning Outcomes of Visually Impaired Students Nuning Sapta Rahayu; Imas Diana Aprilia; Budi Susetyo
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 12, No 2 (2024): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v12i2.86901

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar bahasa Inggris siswa tunanetra kelas XI melalui penggunaan media Sustainable English Audio Vocabulary (SEA-V). Penelitian dilakukan dengan menggunakan metode eksperimen tipe one group pre-test post-test. Subjek penelitian adalah 4 siswa kelas XI SLBN Tasikmalaya. Subjek diambil menggunakan teknik purposive sampling, dengan tujuan agar sampel yang diambil sesuai dengan tujuan penelitian. Pengumpulan data menggunakan observasi, tes dan dokumentasi. Analisis data yang digunakan adalah statistik parametrik dengan uji mean dan Gain. Hasil penelitian menunjukkan bahwa terdapat peningkatan hasil belajar bahasa Inggris siswa kelas XI setelah digunakannya media SEA-V dalam kegiatan pembelajaran. Hal ini ditunjukkan dengan rata-rata skor pre-test 55 dan skor post-test 82,5 atau rata-rata peningkatan sebesar 27,5. Hasil uji gain menunjukkan skor sebesar 0,61 yang menunjukkan peningkatan hasil belajar dalam kriteria sedang dan menunjukkan bahwa media SEA-V cukup efektif dalam meningkatkan hasil belajar bahasa Inggris siswa tunanetra. SEA-V terbukti efektif digunakan untuk meningkatkan hasil belajar Bahasa Inggris siswa tunanetra.
Co-Authors Achmad Hufad Agus Gumilar Ahsen Yılmaz Ai Nur Solihat Aileen Carol Ajeng Suryani Al Husaeni, Dwi Fitria Andily Aprilia Rahmawati Anelia Muanis Anira Zakiyyah Febrianti Annisaa Pertiwi Atma Widia Bahrudin Bahrudin Budi, Setia Burhan Hambali Dadang Dahlan Dhea Lutvia Diana Shanty Dikdik Mantera Wiguna Dira Rosalia Nurkholifah Dirham Gumawang Andipurnama Donna Evelina Saragih Ediyanto Eka Yuli Astuti Elsa Efrina Elvina Hapsari Endang Rochyadi, Endang Endang Rusyani Euis, Heryati Ezza Mad Baguri Fadly Halim Hutasuhut Fauzia Nur Awaliah Febianty Diane Suherman Fizky Rizki Oktavi Friska Aprilia Sidiq Galih Gustiana Wijaya Hana Qurrotul Uyun Herlina Hasan Hernawati, Tati Hilmi Maulid Datul Hasanah Homdijah, Oom Sitti Ia Salsabila Iding Tarsidi Ila Kamila Imas Diana Aprilia Indah Auliya Muchtar Ira Ocktavia Siagian Juhanaini Juhanaini Kiki Rezkiani Kusnendi Kusnendi ma'mun, Amung Mega Sri Warahmah Meggy, Hendriano Mennatallah Elsabagh Mohammad Arif Taboer Muhamad Alby Muhammad Rijaal Qurrota A’yuni Nadia Syifa Azzahra Naila Cynthia Fajrin Natasya Silvia Putri Neni Meiyani Nita Nitia Intan Tanbrin Nita Nitiya Intan Tanbrin Nuning Sapta Rahayu Oom Sitti Homdijah Ragadhita, Risti Rahmahtrisilvia Rahmahtrisilvia Ranti Novianti Ranti Nur Fathiah Ratnengsih, Een Revilia Tri Oktaviani Riksma Nurahmi Akhlan Riksma Nurahmi Rinalti Akhlan Riksma Nurrahmi Rinalti Akhlan Rina Maryanti Rio Putra Utama Rizki Cahya Iskandar Rizki Ramadhana Rizki Ramadhana Rodame Samosir S. Sunardi Safaruddin Safaruddin Salma Nadiyah Salma Nadiyah Shafira Indah Koeswardianie Shintiya Erni Karyana Silmi Ridwan Putri Siti Annnoora Niroha Pulungan Siti Rokhmah Sobariah Sri Rahayu Sunardi Sunardi Sunardi Tukimin Susilawati, Sinta Yuni Syabila Putri Tazkiya Indah Fadila Tiara Salshabilla Rafa Tri Purwanti Wina Try Saptari Winny Cahyani Aulia Wiwi Siswaningsih Yanti Lisnawati Yoga Budhi Santoso Yoga Budhi Santoso Yoga Hadia Sukma Yuni Fitriani Yusi Adetia Putri Yusuf Hidayat Zakiyah Pujiastuti