Article Per Year (5 Year)
p-Index From 2021 - 2026
5.427
P-Index
This Author published in this journals
All Journal Jurnal Unik: Pendidikan Luar Biasa Journal of ICSAR QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama JURNAL PENDIDIKAN JASMANI DAN OLAHRAGA Mimbar Ilmu TEGAR: Journal of Teaching Physical Education in Elementary School Jurnal Inovasi Pendidikan Ekonomi JIIP (Jurnal Ilmiah Ilmu 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 Inovasi Kurikulum 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 Edumaspul: Jurnal Pendidikan
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

Published : 35 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 35 Documents
Search

 1   2   3   4 
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)
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)
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.
Co-Authors Agus Gumilar Ai Nur Solihat Aileen Carol Ajeng Suryani Al Husaeni, Dwi Fitria Andily Aprilia Rahmawati Anelia Muanis Anira Zakiyyah Febrianti Annisaa Pertiwi Atma Widia Budi, Setia Burhan Hambali Dadang Dahlan Dhea Lutvia Diana Shanty Dikdik Mantera Wiguna Dira Rosalia Nurkholifah Dirham Gumawang Andipurnama Ediyanto Eka Yuli Astuti Elsa Efrina Elvina Hapsari Endang Rochyadi, Endang Endang Rusyani Ezza Mad Baguri Fadly Halim Hutasuhut Fauzia Nur Awaliah Febianty Diane Suherman Fizky Rizki Oktavi Friska Aprilia Sidiq Hana Qurrotul Uyun Herlina Hasan Hernawati, Tati 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 Muhamad Alby Nadia Syifa Azzahra Naila Cynthia Fajrin Oom Sitti Homdijah Ragadhita, Risti Rahmahtrisilvia Rahmahtrisilvia Ranti Novianti 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 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 Yoga Budhi Santoso Yoga Budhi Santoso Yoga Hadia Sukma Yuni Fitriani Yusi Adetia Putri Yusuf Hidayat Zakiyah Pujiastuti