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All Journal E-JUPEKhu Jurnal Konseling dan Pendidikan Primary: Jurnal Pendidikan Guru Sekolah Dasar el-Ibtidaiy: Journal of Primary Education Jurnal Pendidikan Kebutuhan Khusus KIDDO: Jurnal pendidikan Islam Anak Usia Dini International Journal of Applied Counseling and Social Sciences JURNAL PENDIDIKAN IPS Concept: Journal of Social Humanities and Education International Journal of Technology Vocational Education and Training (IJTVET) Edumaspul: Jurnal Pendidikan
Mega Iswari
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Humanities Astronomy Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Pelaksanaan Kurikulum Merdeka Di SLB Negeri 2 Kota Padang: (Studi Deskriptif Kualitatif) Novia Angel; Mega Iswari
Concept: Journal of Social Humanities and Education Vol. 2 No. 3 (2023): September : Concept: Journal of Social Humanities and Education
Publisher : Sekolah Tinggi Ilmu Administrasi Yappi Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/concept.v2i3.616

Abstract

This research discusses about. Implementation of the Independent Curriculum at SLB Negeri 2 Padang City. The purpose of this research is to find out opinions about the curriculum. Merdeka, to find out the preparations for implementation. Independent Curriculum, to find out the obstacles in implementing the Independent Curriculum and to find out how to overcome obstacles to the Independent Curriculum. This research uses a type of research with a qualitative descriptive method. By carrying out observations, documentation, and interviews to gather information about the implementation of the Independent Curriculum. The data obtained in the field is not written in the form of numbers or statistics but in the form of descriptions. narrative. The results of this study are that the Independent Curriculum is almost the same as the 13 Curriculum. In the Merdeka Curriculum, assessments are carried out individually, individual learning, for SLB that is the way of teaching. The way to teach Curriculum 13 is also almost the same as the way to teach the Independent Curriculum, as is the case with student projects for this project, schools have often applied it to children before the existence of the Independent Curriculum. From the interviews that the author has conducted, the obstacle for teachers in implementing the Independent Curriculum is that the Independent Curriculum has only just been implemented by the school so teachers are still in the learning process, both in preparing modules and preparing projects for children. With the passage of time the teacher hopes to understand more about the Independent Curriculum.
Evaluation a training intervention for injury prevention knowledge of children with physical disabilities among special educators in Indonesia Budi, Setia Budi; Mega iswari; Damri, Damri; Rendra, Alan Rahman
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1200000

Abstract

Teachers working with students with disabilities play a critical role in maintaining safe learning environments, yet structured training in school-based injury prevention remains limited in Indonesia. This study evaluated a school-based training intervention designed to enhance special educators’ injury prevention knowledge. A quasi-experimental pretest–posttest control group design was employed involving 156 special education teachers in West Sumatra, Indonesia (intervention n = 78; control n = 78). Participants completed a self-report questionnaire assessing injury prevention knowledge, attitudes, and perceived skills before and after the intervention. The intervention consisted of structured workshops, guided practice, and follow-up mentoring delivered over 12 weeks. Paired-samples t-tests indicated a significant increase in injury prevention knowledge scores in the intervention group compared to baseline (p < .001), while no significant change was observed in the control group. Analysis of covariance (ANCOVA), controlling for pretest scores, showed a significant group effect at post-test (p < .001), indicating higher adjusted post-test scores among teachers who received the training. Improvements were also observed in self-reported attitudes and perceived skills. These findings suggest that structured training interventions may enhance special educators’ self-reported injury prevention knowledge in the Indonesian context. The study contributes to the growing literature on professional development in special education and highlights the need for systematic safety-focused training for teachers working with students with disabilities.
Co-Authors Afdal Anisa Nurul Wahyuni Antoni Tsaputra Ardisal Ardisal Arisul Mahdi Asep Ahmad Sopandi Budi, Setia Budi Cahaya Sha'adah Aiyouti Cindri Wulan Alam Sari Damri Damri Damri Damri Desi Kumilasari Elsa Efrina Fatmawati - Ganda Sumekar Grahita Kusumastuti, Grahita Gustia Sepriani Putri Hadiyanto Herman Nirwana Irdamurni Irdamurni Johandri Taufan Jon Efendi Mowafg Masuwd Novia Angel Nurhastuti Nurhastuti Nurhayati - Nurhizrah Gistituati Nurlaili Puja Permai Sari Rahmadhani Fitri Rahmahtrisilvia Rahmahtrisilvia Rahmi Azhari Rapla Diarola Aparta Rendra, Alan Rahman Rila Muspita Rosy Mahersa Saputra, Andra Sella Malinda Septrika Puspita Sari Setia Budi Solfema Syari Yuliana Varel Muhammad Rizky Widia Maharani Yalvema Miaz Yanti Fitria Yanti Karmila Yarmis Hasan Zelvi Maghriza Wirda Zulmiyetri Zulmiyetri Zulmiyetri Zulmiyetri