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<![CDATA[EFEKTIVITAS PENGUATAN POSITIF DALAM MENINGKATKAN PERILAKU SOSIAL ANAK TUNANETRA DI SMK NEGERI 7 PADANG ]]>
<![CDATA[Putri Rulmayeni]]>;
<![CDATA[Marlina Marlina]]>
<![CDATA[ JURIHUM : Jurnal Inovasi dan Humaniora Vol. 2 No. 2 (2024): JURIHUM : Jurnal Inovasi dan Humaniora ]]>
Publisher : <![CDATA[CV. Shofanah Media Berkah ]]>
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<![CDATA[- Anak tunanetra pada umumnya memiliki masalah dalam perilaku sosial, salah satunya yaitu sangat menutup diri dan pendiam didalam lingkungan sekolah. Berdasarkan hasil asesmen yang dilakukan, maka didapatlah 2 orang anak tunanetra di sekolah inklusif yang memiliki perilaku sosial yang rendah. Tujuan penelitian ini untuk menguji efektivitas teknik penguatan positif dalam meningkatkan perilaku sosial anak tunanetra. Variabel pada penelitian ini adalah teknik penguatan positif dan perilaku sosial anak tunanetra. Penelitian ini menggunakan jenis penelitian kuantitatif melalui pendekatan Single Subject Research (SSR). Desain penelitian yang digunakan dalam penelitian ini adalah desain multiple baseline cross subjects. Subjek penelitiannya adalah 2 orang anak tunanetra kelas XI di SMK Negeri 7 Padang. Data dikumpulkan melalui observasi dan tes. Alat pengumpulan data pada penelitian ini berupa instrumen asesmen perilaku sosial. Data dianalisis menggunakan grafik visual yang terdiri dari analisis dalam kondisi dan analisis antar kondisi. Hasil penelitian menunjukkan adanya peningkatan perilaku sosial pada anak tunanetra disekolah inklusi. Penelitian ini menggunakan teknik penguatan positif dalam meningkatkan perilaku sosial efektif untuk diterapkan pada anak tunanetra di sekolah inklusi.]]>
<![CDATA[Validitas Media Pembelajaran U-Geo AR pada Materi Bangun Ruang untuk Murid Disabilitas Rungu ]]>
<![CDATA[Ummul Khaira Aziz]]>;
<![CDATA[Elsa Efrina]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Antoni Tsaputra]]>;
<![CDATA[Rila Muspita]]>;
<![CDATA[Ahmad Asyhari]]>
<![CDATA[ Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/pijies.v9i1.10498
<![CDATA[Penelitian ini dilatarbelakangi oleh permasalahan yang dihadapi murid disabilitas rungu dalam memahami materi bangun ruang, disebabkan oleh terbatasnya ketersediaan media pembelajaran yang mampu menyajikan visualisasi tiga dimensi dan memenuhi kebutuhan murid disabilitas rungu. Penelitian ini bertujuan menganalisis validitas media pembelajaran U-Geo AR pada materi bangun ruang yang diperuntukkan bagi murid disabilitas rungu. Pendekatan deskriptif kuantitatif digunakan dalam penelitian ini. Data dikumpulkan melalui angket validasi yang diberikan kepada tiga validator ahli, yaitu ahli materi, ahli media dan ahli bidang disabilitas rungu. Hasil penelitian menunjukkan bahwa skor validasi yang diperoleh dari ahli materi sebesar 97,3% dikategorikan sangat valid, skor yang diperoleh dari ahli media sebesar 80% dikategorikan valid, dan ahli bidang disabilitas rungu memberikan skor 80% dengan kategori valid. Rata-rata keseluruhan skor validasi 85,8% dengan kriteria sangat valid. Hasil tersebut menunjukkan bahwa media pembelajaran U-Geo AR berada pada kategori sangat valid dan dinilai layak untuk dilanjutkan ke tahap uji praktikalitas dan uji coba pengguna.]]>
<![CDATA[The Effectiveness of Cognitive Restructuring Techniques to Improve of Comprehension of Drug Abusers Among Student ]]>
<![CDATA[Amri Love Lindra]]>;
<![CDATA[Yeni Karneli]]>;
<![CDATA[Marlina Marlina]]>
<![CDATA[ Journal of Educational and Learning Studies Vol 3, No 1 (2020): Journal of Educational and Learning Studies ]]>
Publisher : <![CDATA[Global Econedu ]]>
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DOI: 10.32698/0882
<![CDATA[Incorrect understanding of the dangers of drug abuse makes adolescents underestimate the dangers of drug abuse. Most drug users in adolescence, because adolescents have unstable and easily influenced characteristics and great curiosity. Drug use by adolescents in the early stages is trying to the stage of addiction. The purpose of this study is to look at the effectiveness of cognitive restructuring techniques in increasing understanding of the dangers of student drug abuse. This study uses in the form of a pseudo experimental design of The Non-Equivalent Control Group with pretest and posttest. The subjects of the study were students of class X TKR at SMK Muhammadiyah 1 Padang with a sample of 20 people divided into 2 groups consisting of 10 people as the experimental group and 10 people as the control group. The sampling technique with purposive sampling technique. Data were analyzed using Wilcoxon signed ranks test and Kolmogorov Smirnov two independent samples. The results of this study, concluded that cognitive restructuring techniques are effective in increasing understanding of the dangers of student drug abuse.]]>
<![CDATA[Efektivitas Media Augmented Reality dalam Meningkatkan Pemahaman Sistem Pernapasan Manusia pada Murid Disabilitas Rungu ]]>
<![CDATA[Rindi Andika]]>;
<![CDATA[Arisul Mahdi]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Mardhatillah Zulpiani]]>;
<![CDATA[Rila Muspita]]>
<![CDATA[ JURNAL PENDIDIKAN MIPA Vol. 16 No. 4 (2026): JURNAL PENDIDIKAN MIPA ]]>
Publisher : <![CDATA[Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima ]]>
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DOI: 10.37630/jpm.v16i4.4872
<![CDATA[Murid disabilitas rungu lebih mengandalkan informasi visual dalam proses pembelajaran. Namun, materi sistem pernapasan manusia yang sulit diamati secara langsung serta keterbatasan penggunaan media pembelajaran menyebabkan rendahnya pemahaman terhadap organ dan fungsinya. Oleh karena itu, diperlukan media yang mampu menyajikan konsep secara konkret, visual, dan interaktif, seperti augmented reality. Artikel ini mengkaji efektivitas penggunaan media augmented reality dalam meningkatkan pemahaman sistem pernapasan manusia pada murid disabilitas rungu menggunakan metode single subject research (SSR) dengan desain multiple baseline across subjects. Subjek terdiri atas tiga murid disabilitas rungu. Data diperoleh melalui tes pemahaman pada fase baseline dan intervensi, dengan jumlah sesi baseline 4–8 dan intervensi 5–8 pada masing-masing subjek. Analisis dilakukan secara visual dalam kondisi dan antar kondisi meliputi kecenderungan arah, stabilitas, perubahan level, dan persentase overlap. Hasil menunjukkan peningkatan pemahaman pada seluruh subjek setelah intervensi. Pada fase baseline, kemampuan berada pada tingkat rendah dan stabil, sedangkan pada fase intervensi terjadi peningkatan yang konsisten. Perubahan level mencapai 31% pada dua subjek dan 38% pada satu subjek, dengan persentase overlap 0% pada seluruh subjek. Temuan ini menunjukkan bahwa media augmented reality efektif digunakan untuk meningkatkan pemahaman sistem pernapasan manusia pada murid disabilitas rungu.]]>
<![CDATA[Validitas dan Praktikalitas Media Ruang Baca Interaktif Untuk Pengenalan Huruf Vokal pada Murid dengan Hambatan Intelektual ]]>
<![CDATA[Wahyu Mustika Ranti]]>;
<![CDATA[Johandri Taufan]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Syari Yuliana]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press) ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v6i4.6993
<![CDATA[The ability to recognize vowels is an important foundation in early reading skills, but students with intellectual disabilities still experience difficulties in understanding letter symbols and connecting them to nouns. This condition indicates the need for interactive, concrete learning media that are appropriate to the characteristics of student learning needs. This study aims to develop and test the validity and practicality of interactive reading room media in recognizing vowels in nouns for students with intellectual disabilities. The study used the Research and Development (R&D) method with the Borg and Gall model which is simplified into five stages, namely initial information collection, planning, initial product development, initial testing, and product revision. The trial subjects consisted of 5 students with intellectual disabilities, 3 teachers as media users, and 3 expert validators including media, material, and language experts. Data were collected through a Likert scale questionnaire and analyzed descriptively quantitatively in the form of percentages. The results showed that the media obtained a very high level of validity with an average score of 91.5% and a practicality level of 95.38%. These findings indicate that interactive reading room media is suitable for use as an alternative for early reading learning which is able to facilitate students in understanding vowels through a more interesting and easy-to-understand learning experience.]]>
<![CDATA[Peningkatan Kemampuan Membaca Permulaan Melalui Media Papan Magnetik pada Murid dengan Gangguan Spektrum Autisme ]]>
<![CDATA[Riska Aliyah Amatullah]]>;
<![CDATA[Rahmahtrisilvia Rahmahtrisilvia]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Yosa Yulia Nasri]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press) ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v6i4.6995
<![CDATA[Early reading is one of the fundamental skills that students with Autism Spectrum Disorder (ASD) need to develop in order to support their academic learning. However, some students with ASD continue to experience difficulties in reading meaningful simple words. This study aimed to examine the effectiveness of magnetic board media in improving the early reading ability of a first-grade student with ASD at SLB TIJI Padang. A quantitative approach was employed using an experimental method with a Single Subject Research A-B-A design. Data were collected through early reading tests administered during each session and analyzed using visual analysis presented in graphical form. The study consisted of 12 sessions, including the (A1), the (B), and the (A2). The results demonstrated a significant improvement in the student's early reading ability after the implementation of the magnetic board media. The mean score increased from 30 during the (A1) to 76.6 in the (B), and further reached 100 in the (A2). Within-condition analysis showed that the data trend shifted from stable to increasing and returned to a stable pattern in the final phase. In addition, the between-condition analysis indicated a positive level change with a low percentage of overlapping data. These findings suggest that magnetic board media are effective in improving the early reading ability of a first-grade student with ASD at SLB TIJI Padang.]]>
<![CDATA[Augmentative and Alternative Communication and Communication Skills in Deaf Students: A Systematic Review ]]>
<![CDATA[Ita Rodiawati]]>;
<![CDATA[Elsa Efrina]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Ita Rodiawati]]>;
<![CDATA[Elsa Efrina]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Antoni Tsaputra]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i7.2026.8
<![CDATA[Limited access to auditory input can create significant barriers for Deaf and Hard-of-Hearing students, particularly in language acquisition and social communication. This study aims to systematically review empirical research on the use of AAC systems in enhancing the communication abilities of hearing-impaired students. Articles were retrieved from the Scopus database and by using Preferred Reporting Items for Systematic Reviews and Meta-Analyses procedures. A total of five empirical studies met the inclusion criteria and were analyzed through qualitative analysis. Results showed that Augmentative and Alternative Communication treatments led to gains in initiations, single-word spoken-language production, receptive and expressive vocabulary, single-word reading accuracy, social communication skills. Results found were positive with both low and high technology approaches, although benefited most when used in conjunction with speech-language therapy and early intervention programs. Implementation obstacles included insufficient support for training teachers and providing places to go online. In general, these results indicated that Augmentative and Alternative Communication systems contributed to the communication development process, enhancing language acquisition skills and serving social participation in students with hearing disabilities. It was suggested that additional larger-scaled empirical studies with experimental designs should be conducted to reinforce the existing evidence.]]>
<![CDATA[Mindfulness Interventions for Emotion Regulation and Anxiety in Deaf and Hard-of-Hearing Students ]]>
<![CDATA[Putri Indah Septiani]]>;
<![CDATA[Elsa Efrina]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Putri Indah Septiani]]>;
<![CDATA[Elsa Efrina]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Antoni Tsaputra]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i8.2026.4
<![CDATA[The purpose of this study is to investigate the features, efficacy, and adaptations of mindfulness-based interventions to enhance regulation of emotion and reduce anxiety in students with Deaf and Hard-of-Hearing conditions. We performed a systematic literature review with bibliometric analysis which was based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Through the Scopus database and relevant articles, 563 results were generated. Quality synthesis of data 10 studies were selected following removal of duplicates and application of inclusion criteria. Results suggest that mindfulness-based interventions contribute to improved emotion regulation, specifically increases in emotional awareness, self-control and adaptive coping strategies among Deaf and Hard-of-Hearing students. These interventions may also indirectly reduce anxiety by strengthening internal psychological qualities. Nevertheless, most of the interventions are not carried out using just mindfulness but through wider approaches such as psycho-education and emotional intelligence. Additionally, the accessibility adaptations, such as visual supports and sign language (SL) use, seem to have a great impact on the efficacy of mindfulness interventions across different disabilities or conditions. While these results are promising, the literature reflects an absence of experimental studies and treatment protocols tailored to this population. Future research should seek to create effective, low resource counselling protocols suited to the specific needs of students with Deaf and Hard-of-Hearing conditions.]]>
<![CDATA[A Systematic Literature Review on Developing a Parenting Toolkit to Enhance Motivation among Parents of Children with Autism Spectrum Disorder ]]>
<![CDATA[Murniwati Laia]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Rahmahtrisilvia Rahmahtrisilvia]]>;
<![CDATA[Murniwati Laia]]>;
<![CDATA[Marlina]]>;
<![CDATA[Rahmahtrisilvia Rahmahtrisilvia]]>;
<![CDATA[Mega Iswari Binah Asnah]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 11 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i11.2026.4
<![CDATA[This study aims to review scientific literature on parenting toolkit development as a strategy to enhance motivation among parents of children with Autism Spectrum Disorder (ASD). This study employs a Systematic Literature Review (SLR) approach following the PRISMA protocol, complemented by bibliometric analysis using Biblioshiny. Data were retrieved from Scopus and Google Scholar databases within the publication range of 2016–2025. Out of 835 identified articles, 31 met the inclusion criteria and were analyzed further. Analysis shows accelerated global publication trends in ASD parenting interventions during 2024–2025. Four thematic clusters revealed that parenting stress directly diminishes parental self-efficacy and motivation. Most existing interventions are rigid, time-intensive, and clinically face-to-face, leaving caregivers highly vulnerable to burnout. Although limited to Scopus and Google Scholar, this study theoretically underscores the critical need to shift from child-centered behavioral mechanics toward parent-mediated interventions that reinforce the caregiver's internal psychological constructs. Practically, it provides empirical guidance for practitioners to design flexible, self-mediated family support tools by simplifying instructions and incorporating accessible delivery methods like telehealth. Socially, sustaining parental motivation enhances the quality of life and emotional resilience of families raising children with ASD, reducing the risks of diagnosis denial and therapy discontinuation. The originality lies in combining thematic bibliometric mapping with qualitative synthesis to provide a scientific justification for developing a "Parenting Toolkit," proving that tactical behavior management must be anchored by strengthening parental self-efficacy and intrinsic motivation.]]>
<![CDATA[Perilaku Agresif Anak Dengan Gangguan Emosi Dan Perilaku Di Lingkungan Sekolah: Systematic Literature Riview ]]>
<![CDATA[Nurmalika Ulfa]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Elsa Efrina]]>;
<![CDATA[Safaruddin Safaruddin]]>;
<![CDATA[Rila Muspita]]>
<![CDATA[ Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP) ]]>
Publisher : <![CDATA[Lembaga Riset dan Inovasi Almatani ]]>
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DOI: 10.55583/jkip.v7i2.1954
<![CDATA[Perilaku agresif anak dengan gangguan emosi dan perilaku (GEP) di lingkungan sekolah adalah permasalahan yang memiliki dampak pada dinamika sosial, pencapaian akademik, dan lingkungan pembelajaran. Tujuan kajian ini untuk menemukan jenis perilaku agresif, faktor penyebab, dan strategi intervensi yang digunakan untuk menangani perilaku agresif anak dengan GEP di lingkungan sekolah. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR). Metode SLR dilakukan menggunakan pedoman PRISMA 2020. Pencarian literatur dilakukan berbasis data Scopus artikel terbit antara 2015-2024. Kriteria inklusi meliputi studi empris terpublikasi yang melibatkan anak dengan GEP di lingkungan sekolah. Data diekstrasi terkait desain penelitian, jenis perilaku agresif, faktor penyebab dan strategi intervensi. Hasilnya terdapat 18 artikel memenuhi kriteria. Kemudian dianalisis menggunakan teknik sintesis tematik dan sintesis naratif. Hasil review menunjukkan agresi verbal dan fisik adalah jenis perilaku agresif paling umum. Faktor penyebab terdiri dari faktor internal dan faktor eksternal sebagai penyebab perilaku agresif anak dengan GEP dilingkungan sekolah. Terdapat tiga strategi intervensi yang efektif untuk mengurangi perilaku agresif anak dengan GEP dilingkungan sekolah. Kesimpulan kajian menunjukkan kerja sama antara guru, konselor, dan orang tua penting untuk membuat lingkungan sekolah yang mendukung. Diharapkan hasil ini berkontribusi pada pembentukan kebijakan pendidikan dan penelitian lanjutan yang berbasis lingkungan sekolah yang sesuai di indonesia.]]>
