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All Journal SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Indonesian Journal of Disability Studies Jurnal Terapan Abdimas Journal of Educational Research and Evaluation MONSU'ANI TANO Jurnal Pengabdian Masyarakat KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal Family Education International Journal of Pedagogy and Learning Community (IJPLC)
Arini, Fitri Dwi
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Self-Advocacy of Students with Disabilities in Higher Education: A Bibliometric Analysis Fitri Dwi Arini; Widiawati Widiawati
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 2 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i2.45

Abstract

This study examines publication trends and research developments in the field of self-advocacy among students with disabilities in higher education using bibliometric analysis. Specifically, it addresses three key questions: (RQ1) What strategies, programs, and interventions have been implemented to promote self-advocacy among students with disabilities in higher education? (RQ2) How do self-advocacy practices influence academic, social, and career outcomes for students with disabilities in higher education? (RQ3) What barriers and facilitators affect the development and practice of self-advocacy among students with disabilities in higher education? Data were retrieved from Scopus (1993–mid-2025) and screened using the PRISMA method, yielding 81 relevant records analyzed through R Studio’s Bibliometrix package.The findings show a steady growth in publications, averaging 5.16%n annually, reflecting increasing recognition of the importance of advocacy in higher education. Keyword co-occurence analysis identified four thematic clusters (1) psychological and institutional strategies for fostering advocacy, (2) curriculum and support systems, (3) outcomes such as academic persistence and career readiness, and (4) barriers including stigma and facilitation of accomodations and accessibility. Overall, the results highlight a maturing yet fragmented research domain, emphasizing the need for integrated institutional, pedagogical, and policy approaches to strengthen advocacy and equity in higher education.
Exploratory Factor Analysis (EFA) for Lifelong Learning Competencies of Students with Disabilities in University Fitri Dwi Arini; Permata Primadhita Nugraheni
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 1 No. 2 (2024): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v1i2.11

Abstract

This study utilized Exploratory Factor Analysis (EFA) to identify the core factors that constitute lifelong learning competencies among students with disabilities in a university context. This study aimed to evaluate the content validity and perform Exploratory Factor Analysis (EFA) on a 14-item scale designed to assess lifelong learning competencies in students with disabilities. The items were developed based on five key factors: Goal setting, application of knowledge and skills, self-direction and self-evaluation, locating information, and adaptable learning strategies Analyzing the responses of 46 students with disabilities, the study validated the content of the 14 items on the Lifelong Learning Competencies scale. However, the EFA process indicated that only these 10 items could be consolidated into theoretical factors, resulting in four key dimensions: curiosity, openness to learning, access to information and information literacy, and self-direction and self-evaluation. These factors encapsulate critical elements of lifelong learning competencies, including self-regulation, critical thinking, and adaptability. The findings underscore the necessity for universities to implement inclusive strategies that nurture these competencies, thereby fostering an environment conducive to the success of students with disabilities. This research contributes to the advancement of inclusive educational practices, ensuring that students with disabilities are equipped to thrive in lifelong learning and achieve academic and professional success.
WORKSHOP PEMILIHAN DAN PEMILAHAN TEKNOLOGI ASISTIF BAGI PENINGKATAN KETERAMPILAN ACTIVITY OF DAILY LIVING (ADL) ANAK BERKEBUTUHAN KHUSUS Syafril Syafril; Ulfia Rahmi; Viona Aliffia; Fitri Dwi Arini; Azrul Azrul
Jurnal Terapan Abdimas Vol. 10 No. 1 (2025)
Publisher : UNIVERSITAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jta.v10i1.20892

Abstract

Abstract. One important component in supporting children with special needs (ABK) in improving their Activity of Daily Living (ADL) skills is assistive technology. Teachers' skills in designing and modifying assistive technology must be improved so that teachers can use assistive technology according to the needs of ABK.  The purpose of this activity is to equip the principals of SLB Limapuluh Kota Regency in selecting and choosing assistive technology for children with special needs. The activity is packaged in the form of a workshop held in July 2024. The workshop implementation activities will be held in July 2024. The target audience for the service activities of the workshop on selecting assistive technology to improve the ADL skills of children with special needs are school principals throughout the Limapuluh Kota Regency. The problem found is that SLBN teachers in Limapuluh Kota Regency do not yet have the skills to select or sort assistive technology that suits the characteristics of children with special needs. The activity scenario consists of three steps. The first step, the participants are introduced to assistive technology at various levels. Second, participants work independently to conduct needs assessments and create follow-up plans related to the use of assistive technology in their respective schools. And the third step is presenting the results of assistive technology designs for ADL skills. Through this workshop, participants have the skills to conduct needs assessments and create follow-up plans related to assistive technology according to the characteristics of ABK.   Abstrak. Salah satu komponen penting dalam mendukung anak berkebutuhan khusus (ABK) dalam meningkatkan keterampilan Activity of Daily Living (ADL) adalah teknologi asistif. Keterampilan guru untuk merancang dan memodifikasi teknologi asistif harus ditingkatkan agar guru-guru bisa menggunakan teknologi asistif sesuai dengan kebutuhan ABK. Tujuan kegiatan ini untuk membekali kepala sekolah SLB Kabupaten Limapuluh Kota dalam memilih dan memiliah teknologi asistif bagi anak berkebutuhan khusus. Kegiatan dikemas dalam bentuk workshop yang diselenggarakan pada bulan Juli 2024. Sasaran dalam kegiatan pengabdian workshop pemilihan dan pemilahan teknologi asistif bagi peningkatan keterampilan activity of daily living (ADL) anak berkebutuhan khusus adalah kepala sekolah se Kabupaten Lima Puluh Kota. Permasalahan yang ditemukan bahwa guru-guru SLBN Se Kabupaten Lima Puluh Kota belum memiliki keterampilan dalam  memilih atau memilah teknologi asistif yang sesuai dengan karakteristik anak berkebutuhan khusus. Skenario kegiatan terdiri dari tiga langkah. Langkah pertama peserta dikenalkan dengan teknologi asistif dari beragam level. Tahap kedua peserta bekerja mandiri melakukan need assessment dan membuat rancangan tindak lanjut terkait penggunaan teknologi asistif di sekolah masing-masing. mengumpulkan materi. Disini peserta diberikan waktu untuk mengumpulkan materi yang dibutuhkan berdasarkan kegiatan pelatihan yang diikuti pada pertemuan pertama, sekaligus membuat rancangan teknologi asistif. Dan langkah ketiga menyampaikan simulasi hasil rancangan teknologi asistif bagi keterampilan activity of daily living (ADL). Melalui workshop ini, peserta mempunyai keterampilan untuk melakukan need assessment dan membuat rancangan tindak lanjut terkait teknologi asistif sesuai dengan karakteristik ABK. Berdsarkan hasil penilaian, 80% peserta sudah berhasil mempbuat rancangan kebutuhan Teknonologi ADL dengan baik.
Co-Authors Anissa, Silvia Bella Az-zahra, Nadya Azrul Azrul Ciptro Handrianto, Ciptro Dea Stivani Suherman Deni Putri Sartika Hanifa Laura Dalimunthe Hapsari, Novia Dwi Hayati, Dewi Kurnia Husnul Hayati, Ridha Irmawita Irmawita Kenedi, Ary Kiswanto MHD Natsir Nurmala Sari Permata Primadhita Nugraheni Rahmayanti, Elsa Ridha Husnul Hayati Rizalo, Cindy Juniar Rozi, Muhamad Fahrur Sari, Nadilla Permata Sartika, Vina Yuli Septia Landa, Klara Setiawati Setiawati Sherlyane Hendri Syafril, Syafril Trinanda, Rani Ulfah, Cholijah Ramdani Ulfia Rahmi Vevi Sunarti Viona Aliffia Widiawati Widiawati Wullandari, Tiara