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All Journal Jurnal Psikologi Indonesia Gadjah Mada Journal of Psychology IJIET (International Journal of Indonesian Education and Teaching) Widya Dharma Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Dedikasi Pendidikan JPI (Jurnal Pendidikan Inklusi) Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran
Irine Kurniastuti
Center for Indigenous and Cultural Psychology Faculty of Psychology, Gadjah Mada University, Indonesia
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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FRAMING INCLUSIVITY: A PHOTOVOICE EXPLORATION OF DISABILITY ACCOMMODATIONS IN SANATA DHARMA UNIVERSITY Kurniastuti, Irine; Sumarah, Ignatia Esti; Winarti, Eny
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11528

Abstract

The voices of students with disabilities in inclusive higher education have not been widely revealed. This study aims to capture the learning experience in inclusive higher education using the photovoice method involving students with disabilities (Deaf and autistic) and their student companions. The activities carried out are emphasized so that the subjects convey their aspirations. Subjects are asked to photograph, record, and reflect on their experiences of good practices in inclusive learning, concerns experienced, and suggestions for improvement. The problems experienced are problems regarding accessibility, availability of infrastructure, understanding of deaf and autistic culture, and career problems. Furthermore, a critical dialogue is carried out to reach policy makers at the university and efforts to provide better inclusive education services. 
Development of a UDL-Based Learning Management System by Including the Voice of Deaf and Autistic Students Kurniastuti, Irine; Setiawan, Antonius Ian Bayu; Sampurno, Silverio Raden Lilik Aji; Prakosajaya, Andhana
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1711

Abstract

Learning management system is one of the learning spaces that can be used flexibly and independently in inclusive classes. This study described the steps in developing Semester Learning Plan (SLP) and LMS through 5 stages of design thinking: Empathize, Define, Ideate, Prototype, and Test. This study involved 3 deaf students, 1 autistic student, and 29 non-disabled students as respondents and experts to assess and provide input on the development of SLP and LMS. The results of the LMS development showed an increase in students' assessment of LMS accessibility with a moderate positive effect. The LMS was categorized as good in terms of its fulfilment of UDL principles, accessibility of learning tools, pedagogical feasibility, and ease of use. Further improvements are needed to advance the accessibility of the LMS.
PERAN PREPARED ENVIRONMENT DALAM MEMBENTUK KEMANDIRIAN ANAK DI TK MONTESSORI YOGYAKARTA Mujur, Claudia Des Intan; Sari, Monica Novita; Kurniastuti, Irine
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36590

Abstract

Penelitian ini bertujuan untuk mengkaji peran prepared environment dalam membentuk kemandirian anak usia dini di salah satu Taman Kanak-Kanak Montessori di Yogyakarta. Prepared environment merupakan konsep inti pendidikan Montessori yang menekankan pentingnya lingkungan belajar yang disiapkan secara matang agar anak dapat belajar mandiri melalui pengalaman langsung. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi partisipatif, wawancara mendalam dengan dua guru kelas full day, dan dokumentasi kegiatan di kelas. Hasil penelitian menunjukkan bahwa prepared environment mendukung kemandirian anak melalui lingkungan fisik yang rapi, estetis, dan mudah diakses, lingkungan emosional yang aman dan mendukung, serta lingkungan sosial yang memfasilitasi interaksi positif dengan teman sebaya. Guru yang terlatih berperan sebagai fasilitator dan pengamat, memberikan bimbingan awal, menata rutinitas, serta memastikan anak bekerja mandiri sesuai kemampuan dan minatnya. Area Practical Life memiliki peran dominan dalam menumbuhkan tanggung jawab, disiplin, dan kesadaran diri melalui aktivitas nyata seperti membersihkan, menuang, dan menata alat. Secara keseluruhan, prepared environment berfungsi sebagai sistem pedagogis yang holistik, memungkinkan anak mengembangkan inisiatif, percaya diri, tanggung jawab sosial, dan kemandirian, sesuai dengan prinsip Montessori, “Help me to do it myself.”
TANTANGAN IMPLEMENTASI AKOMODASI BAGI PESERTA DIDIK PENYANDANG DISABILITAS DI TAMAN KANAK-KANAK Gita, Putu; Juita, Kristina Helena; Kurniastuti, Irine
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.37899

Abstract

The implementation of inclusive education at the Kindergarten level represents a strategic effort to ensure the learning rights of students with disabilities through the provision of Reasonable Accommodation (RA), as stipulated in Regulation of the Minister of Education, Culture, Research, and Technology No. 48 of 2023. In line with this, the present study aims to examine the challenges faced by teachers in accommodating the learning needs of students with disabilities in the kindergarten environment. This study employed a descriptive qualitative approach. Data were collected through in-depth interviews with the school principal and classroom teachers, as well as direct observations of the teaching and support processes provided to students with disabilities. The findings indicate that teachers encounter several challenges, including limited infrastructure and educational play resources, low levels of specific teacher competence in addressing diverse disability characteristics, and ineffective collaboration with parents. These conditions affect the effectiveness of inclusive learning implementation and the ability of teachers to design strategies that are responsive to the individual needs of students. Therefore, this study recommends strengthening teacher capacity through continuous professional development and concrete policy interventions to support teacher adaptation in inclusive kindergarten settings.
Co-Authors Agus Arswimba, Bernardinus Amania, Mia Anastasia Rita Widiarti Arissandy, Gaby Christya Eny Winarti Faturochman Faturochman Gita, Putu Gregorius Ari Nugrahanta Heri Widodo, Yohanes Juita, Kristina Helena Mujur, Claudia Des Intan Nur Shaleh Fathoni Pinaryanto, Kartono Prakosajaya, Andhana Prayogo, Vinsencius Bayu Robertus Adi Nugroho Saifuddin Azwar Sampurno, Silverio Raden Lilik Aji Sari, Monica Novita Sekarningrum, Hilary Relita Vertikasari Setiawan, Antonius Ian Bayu Sitaresmi, Dora Sri Kurnianingsih Sumarah, Ignatia Esti