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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPK (Jurnal Pendidikan Khusus) Journal of Education and Learning (EduLearn) Jurnal Unik: Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA International Journal of Pedagogy and Teacher Education Jurnal Pendidikan Kebutuhan Khusus JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR Jambura Early Childhood Education Journal Journal for Lesson and Learning Studies
Wening Prabawati
Universitas Negeri Yogyakarta
Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Classroom Climate: Unique Dependent and Independent Variables Cepi Safruddin Abdul Jabar; Hadianto; Grahita Kusumastuti; Wening Prabawati
Journal for Lesson and Learning Studies Vol. 6 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v6i1.59713

Abstract

Class climate plays a dual role as a dependent and independent variable. As a dependent variable, the class climate is influenced by several variables. On the other hand, as an independent variable, the class climate is correlated with other variables. This research aims to confirm the studies that have been done before and ensure that these related variables must be increased or become the impact of increasing the classroom climate. This type of research is a literature study that explores more than 40 articles about classroom climate conducted in Indonesia and other countries. The data analysis technique used is descriptive qualitative analysis. The results of this study indicate that among the variables that influence or contribute to classroom climate are simulation strategies, student attitudes, teacher behaviour, and integration between media and learning approaches. Variables that are affected by classroom climate include student behaviour, student achievement, student motivation, learning outcomes, and bullying behaviour. Therefore, teachers and principals are recommended to increase the variables that affect classroom climate and the classroom climate itself because they will also affect other variables. This study convinces the reader that classroom climate is an intermediary variable which is a key factor for improving the learning process.
Social-Emotional Learning untuk Siswa Berkebutuhan Khusus di Sekolah Inklusi Prabawati, Wening; Diniarti, Gena; Mahabbati, Aini; Purwanta, Edi
Jurnal ORTOPEDAGOGIA Vol 9, No 2 (2023): November
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v9i22023p92-100

Abstract

Social-emotional learning (SEL) merupakan proses mengembangkan keterampilan interpersonal, kesadaran diri, dan pengendalian diri untuk keberhasilan di semua aspek kehidupan. Tujuan penelitian ini yaitu mendeskripsikan hasil kajian literatur mengenai SEL untuk siswa berkebutuhan khusus di sekolah inklusi. Metode penelitian ini yaitu literatur review. Penelitian ini akan menggunakan pendekatan analisi isi dari literature dan artikel jurnal yang memuat tentang Social-Emotional Learning pada sekolah inklusi. Literatur ditentukan dengan menggunakan kata kunci, tahun, dan artikel yang open access. Kualitas studi penelitian ini menggunakan tiga tahapan yaitu currency, conducting, reporting. Rancangan penelitian secara komprehensif dimulai dari sumber data diambil dari artikel yang memuat hasil penelitian tentang social-emotional learning pada sekolah inklusi yang didapat dari 3 sumber utama yaitu Science Direct, Google Scholar, Proquest, dan Sage. Secara keseluruhan, penelitian mengenai SEL menunjukkan hubungan yang positif dalam mengatasi permasalahan pada siswa berkebutuhan khusus dan berdampak positif pada akademik mereka. Penelitian selanjutnya diharapkan dapat mengungkap lebih mendalam lagi mengenai faktor-faktor yang mendukung implementasi SEL baik di sekolah inklusi atau di sekolah khusus.
Perilaku Bermasalah pada Anak Autis di Sekolah Inklusif Umar, Sri Yulan; Umar, Veroyunita; Prabawati, Wening
Jambura Early Childhood Education Journal Vol 7 No 1 (2025): Jambura Early Childhood Education Journal
Publisher : JURUSAN PENDIDIKAN GURU PENDIDIKAN ANAK USIA DINI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/jecej.v7i1.3568

Abstract

Penelitian ini bertujuan untuk medeskripsikan bentuk perilaku bermasalah pada anak dengan gangguan autis di sekolah inklusi. Metode penelitian yang digunakan adalah literatur review. Referensi yang dipilih ditentukan berdasarkan beberapa kata kunci, tahun terbit, dan artikel dengan akses terbuka. Kualitas hasil studi penelitian ini menggunakan tiga tahapan utama yakni tahap currency, tahap conducting, dan tahap reporting. Hasil penelitian ini yakni bentuk perilaku bermasalah yang dimiliki oleh anak dengan gangguan autis antara lain hiperaktif, inatensi, impulsive, agresif, rendahnya kemauan belajar, menolak instruksi, menarik diri, menyakiti diri, kesulitan melakukan transisi kegiatan, depresi, cemas, harga diri rendah, masalah social, dan masalah tidur. Bentuk perilaku bermasalah yang sering muncul pada anak dengan gangguan autis yakni hiperaktif, impulsive, agresif, menarik diri, dan melukai diri sendiri.
Teachers' Perception of Learning Strategies for Students with Special Needs Adi Suseno; Wening Prabawati; Pujaningsih Pujaningsih; Tria Widyastuti
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 1 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i1.39084

Abstract

This study aims to describe teachers' perceptions of learning strategies for students with special needs in inclusive schools and to identify factors related to these perceptions, including educational background, teaching experience, and professional training experience. The study uses a descriptive design with a quantitative approach. The research subjects consisted of 33 teachers from inclusive schools in Yogyakarta City with diverse demographic characteristics. Data were collected using a five-point Likert scale questionnaire measuring understanding of student’s characteristics, the ability to adapt learning strategies, and the ability to integrate strategies with other learning components. The data were analyzed descriptively using percentages to illustrate teachers' response trends, supported by statistical software. The research results show that teachers with a background in Special Education have a higher level of understanding and ability to adapt teaching strategies compared to teachers from other educational backgrounds or non-education backgrounds. Teaching experience of more than five years tends to be associated with more positive perceptions of competence, although this pattern is not entirely linear. Professional training shows mixed results, with some trained teachers demonstrating critical reflection on their abilities. Factors that support the implementation of teaching strategies include understanding student diversity, student engagement, collaboration, teacher commitment, and communication. Conversely, inhibiting factors include low student motivation, limited pedagogical understanding, and lack of family support. Overall, teachers' readiness for inclusive pedagogy is most strongly related to formal preparation in special education, while experience and training contribute contextually to perceptions of competence in inclusive education practice.
Embedding Social Emotional Learning into Experiential Learning: Experiences of College Students with Mental Health Problems Mahabbati, Aini; Marfu’atun, Elya; Prabawati, Wening
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i2.102165

Abstract

This study explores the experiences of five third-year students in the Special Education Study Program at FIP UNY who experienced severe depression and high anxiety while taking the “Teaching Children with Emotional and Behavior Disorders” course. This course design integrates social-emotional learning (SEL) with experiential learning (EL) to support the academic success of students with mental health problems (high anxiety and severe depression). This exploratory qualitative study employed semi-structured in-depth interviews (lasting 40–60 minutes) with five students who were selected through screening using the PHQ-9 and GAD-7 (scores≥15). Data were analyzed with NVivo 12 Pro through open coding to identify themes, with validity checks conducted through member checking, audit trails, and reflexive memoing. Results showed that four out of five students responded positively to the learning process that integrated SEL–EL. They found it easier to understand the material, were more confident in expressing their opinions, and felt more confident in facing assignments. Emotional dynamics (active participation and self-efficacy) were also apparent: most felt more comfortable and open in discussions, although some were constrained by classroom noise, a preference for lecture methods, or feelings of inferiority compared to more capable peers. This study concludes that the integration of SEL–EL contributes to increased active participation and academic self-efficacy among students with depression and anxiety. The practical implication is the importance of course design that includes brief emotional reflection, gradual assignments with clear criteria, and fair participation protocols.
Co-Authors Ade Putri Sarwendah Adi Suseno Aini Mahabbati Angga Damayanto Cepi Safruddin Abdul Jabar Dewi Barotuttaqiyah Edi Purwanta Galih Rasita Dewi Gena Diniarti Grahita Kusumastuti, Grahita Hadianto Handoyo, Rendy Roos Hermanto Hermanto Ibnu Syamsi Ishartiwi Ishartiwi Marfu’atun, Elya Muhammad Nurrohman Jauhari Mumpuniarti Mumpuniarti Pujaningsih Pujaningsih Solly Aryza Sukinah Sukinah Suparno Suparno Tria Widyastuti Umar, Sri Yulan Veroyunita Umar