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All Journal JPK (Jurnal Pendidikan Khusus) Jurnal Pendidikan dan Pengajaran Jurnal Penelitian dan Pengembangan Pendidikan E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal ORTOPEDAGOGIA EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar TUNAS BANGSA Visipena Pendas : Jurnah Ilmiah Pendidikan Dasar Indonesian Journal of Primary Education Jurnal Pendidikan Kebutuhan Khusus Perspektif Ilmu Pendidikan Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JPM: JURNAL PENGABDIAN MASYARAKAT Indonesian Journal of Elementary Education (IJOEE) Journal of Education Technology Information Social Sciences and Health JIMAD : Jurnal Ilmiah Mutiara Pendidikan Indonesian Journal of Primary Education Proceeding International Conference on Education Exploration In Early Childhood Research
Totok Bintoro
Universitas Negeri Jakarta
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Learning Media Innovation: Lift the Flap Book Digital in Increasing Interest in Learning Science for Third-Grade Elementary School Students Bintoro, Totok; Fahrurrozi; Ika Lestari; Febriani Rofiqoh
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 6 No. 2 (2022): Juli
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v6i2.50636

Abstract

The The COVID-19 pandemic in Indonesia impacts all sectors, including the education sector. This pandemic has changed the use of face-to-face learning systems to online or distance learning. In this distance learning system, teachers are required to deliver learning materials well and pleasantly to students. This study aims to develop lift the flap book digital media to increase student interest in learning during the pandemic. This type of research is developed using the ADDIE method. The population of this study amounted to 24 students. The method used in data collection is observation, interviews, and questionnaires. The instrument used in data collection is a questionnaire sheet. The data analysis technique used to analyze the research data is descriptive qualitative and quantitative. The result of the analysis is that Lift The Flap Book's digital media received very good qualifications from experts to be suitable for use in learning. It was concluded that the media was very suitable for increasing the learning interest of third-grade elementary school students during the pandemic.
Identifying Language Learning Strategies for Children with Communication Disorder in New Normal Era Bintoro, Totok; Fahrurrozi; Murni Winarsih
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 6 No. 2 (2022): Juli 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v6i2.48892

Abstract

Practicing language skills for children with communication disorders is in dire need of optimally tested strategies. This study aims to explore the perceptions of inclusive primary school teachers on the implementation of language learning strategies for children with communication disorders in the New Normal era. Data was collected through a survey of 137 teachers and semi-structured interviews with 24 inclusive primary school teachers. Data analysis used quantitative surveys and thematic analysis of qualitative data. The results of the analysis found four main themes namely, listening skills learning strategies, speaking skills learning strategies, reading skills learning strategies, and writing skills learning strategies. The results of this study indicate that language learning strategies for children with communication disorders vary widely from listening to voices, listening news, writing by dictation, reading pictures, appreciating drama, telling stories, singing, and many more. However, all language skills learning strategies for children with communication disorders will not succeed without the involvement of teachers, parents, and the surrounding community. We all have to realize that following children's development is the most important thing to realize optimal child development. Parents must have quality time and the ability to detect children's growth and development, especially children's language and communication development. This research can also be a reference for future researchers to develop a learning model that is appropriate for children with communication disorders.
Hidden of Human Potentials of Children with Down Syndrome (DS) Based on Response to Intervention Bintoro, Totok; Riana Bagaskorowati; Murni Winarsih
Journal of Education Reseach and Evaluation Vol 6 No 2 (2022): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.266 KB) | DOI: 10.23887/jere.v6i2.48417

Abstract

Every child has potential, both typical children and children with special needs, especially children with Down Syndrome (DS). Children with DS are classified as having mental retardation; a low level of intelligence indicates the most prominent characteristics. Children with DS have opportunities to grow and develop and possibilities in their human potential. This study aims to identify the hidden human potential in children with Down syndrome (DS) based on the response to the intervention. This type of research is a case study. Researchers chose three research subjects as samples to be observed. The approach used in this research is a case study with a qualitative descriptive approach through an experimental study method. Data collection methods in this study were interviews, observation, documentation, and field notes. The instruments used are observation sheets and interviews. The data used in this study is qualitative data with the Miles and Huberman model. The study results showed that three children with DS had shown the advantages of hidden human potential such as drawing and dancing. The emergence of this hidden human potential is shown by the creation of trust in their relationships with peers, parents, and teachers.
Exploring Teachers’ Challenges And Needs In Supporting Inclusive Education For Students With Emotional Or Behavioral Disorders Dewi, Nastitisari; Supena, Asep; Bintoro, Totok; Edwita, Edwita; Yatimah, Durotul
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 8, No 1 (2025): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v8i1.11003

Abstract

This study aims to analyze the challenges and needs of teachers in handling students with emotional or behavioral disorders at SDN Benteng 3, Sukabumi City. Emotional or behavioral disorders in students pose significant challenges for teachers, as difficulties in understanding and managing such behaviors can impact the effectiveness of teaching and well-being of both teachers and students. Using a qualitative field study approach,  this research explores the perceptions, barriers, and needs expressed by teachers. Data were collected through in depth interviews, observations, and document analysis. Participants included 16 teachers from SDN Benteng 3, comprising 12 classroom teachers adn 4 subject teachers in Islamic education and Physical Education, as well as students identified with emotional or behavioral disorders. The findings indicate several obstacles, such as limited knowledge about emotional or behavioral disorders in students, a lack of specialized training, and minimal institutional support. Teachers highlighted the need for additional training, specialized teaching strategies, and supportive facilities for implementing inclusive education. These findings underscore the importance of targeted interventions and institutional education to enchance teachers capacities in inclusive education. This study is expected to serve as a foundation for developing training programs and policies that support teachers in implementing inclusive education
Implementation Of Inclusive Education For ADHD Children In Regular Elementary School Mutiara Putri, Sheryl; Kurnia, Budi; Supena, Asep; Bintoro, Totok
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 8, No 1 (2025): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v8i1.11129

Abstract

Regular elementary schools without an inclusion label are still required to accept students with special needs, including ADHD. This study aims to identify the teaching processes implemented by teachers for ADHD students in regular schools without special education assistants. The research was conducted at a public elementary school in Sukabumi City in November 2024. The method used was descriptive with a qualitative approach. Data were collected through an ADHD identification instrument, in-depth interviews with the classroom teacher, and learning documentation. The research subjects consisted of one classroom teacher and a first-grade student suspected of having ADHD. The findings indicate that the student only met three out of 17 ADHD indicators. This was due to limited teacher observations or insufficient supporting information. In the learning process, the teacher applied strategies such as behavior management, group work, seat arrangement, giving instructions, and managing tantrums, all tailored to the student's needs. However, services for ADHD students in regular schools remain limited. Therefore, further efforts are needed from teachers and schools to enhance support, including collaboration with parents and specialists. This study is expected to serve as a reference for developing inclusive education practices in regular schools.
Pembelajaran untuk Anak Tunarungu, Studi Kasus di SLB Karya Murni Ruteng, NTT Ambros Leonangung Edu; Izul Islamudi; Asep Supena; Totok Bintoro
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 2 (2025): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i2.344

Abstract

This study aims to understand the teaching methods, challenges, and character education for deaf children at SLB Karya Murni Ruteng, NTT. Using a qualitative approach with a case study design, the research involved interviews, observations, and documentation with the school principal, a second-grade teacher, and deaf students. Deaf children face significant challenges in verbal and social communication, requiring specialized teaching methods focusing on direct experiences, sign language, and intensive training such as “language immersion.” SLB Karya Murni implements contextual methods linking instructional materials to daily life, such as tactile exercises to enhance sensory perception and integrated speech training to strengthen vocal abilities. Additionally, conversation visualization programs are employed to help children understand and develop vocabulary. The study found that the learning process demands patience, creativity, and technological support to improve the cognitive and communication skills of deaf children. The school also emphasizes practical skill development through activities like woodworking and beauty salon workshops, preparing students for independent living. This research highlights the importance of inclusion-based character education, family involvement, and a supportive social environment, which are expected to enhance the active participation of deaf children in their communities. These findings are anticipated to serve as a reference for developing more effective and inclusive learning programs in other special education schools.
Pengaruh Pelaksanaan Pembelajaran Berbasis Proyek dalam Profil Pelajar Pancasila (P5) terhadap Kemandirian dan Kemampuan Komunikasi Peserta Didik Disabilitas Rungu Ageng Mursita, Rohmah; Bintoro, Totok; Winarsih, Murni; Nuraini, Siti
Jurnal Pendidikan Kebutuhan Khusus Vol. 9 No. 1 (2025): JPKK
Publisher : Jurusan Pendidikan Luar Biasa Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpkk.v9i1.993

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan Pembelajaran Berbasis Proyek dalam Profil Pelajar Pancasila terhadap kemandirian dan kemampuan komunikasi peserta didik tunarungu di SLBN 2 Jakarta. Penelitian ini menggunakan metode kualitatif dengan pendekatan wawancara semi-terstruktur dan observasi. Data dikumpulkan dari wawancara dengan kepala sekolah, guru, peserta didik tunarungu, dan orang tua, serta observasi kegiatan pembelajaran peserta didik tunarungu. Hasil penelitian mengindikasikan bahwa penerapan PBP dalam P5 meningkatkan kemandirian peserta didik, meskipun masih terdapat peserta didik yang mengalami kesulitan dalam mengikuti pembelajaran. Guru di tingkat SD, SMP, dan SMA menerapkan P5 dengan struktur yang konsisten dan menyesuaikan proyek sesuai dengan tahap perkembangan peserta didik. Kesulitan utama yang dihadapi peserta didik adalah masalah komunikasi bahasa yang menjadi penghalang dalam pemahaman pembelajaran, baik secara verbal maupun bahasa isyarat. Untuk mengatasi hal ini, guru menerapkan pendekatan komunikasi total yang menggabungkan komunikasi verbal dan non-verbal. Pembelajaran berbasis proyek dalam P5 sangat bergantung pada partisipasi aktif peserta didik, orang tua, pendidik, dan pihak sekolah. Penelitian ini menemukan bahwa optimalisasi kemampuan komunikasi dan bahasa peserta didik tunarungu berpengaruh terhadap pelaksanaan PBP dalam P5, yang pada gilirannya memengaruhi kemandirian dan kemampuan komunikasi peserta didik tunarungu. Penguasaan bahasa yang dimiliki peserta didik tunarungu berdampak signifikan terhadap pemahaman materi pembelajaran.
A SYSTEMS APPROACH TO INCLUSIVE EDUCATION IN INDONESIAN PRIMARY SCHOOLS: A CASE STUDY Novianti, Nita; Supena, Asep; Edwita, Edwita; Bintoro, Totok; Yatimah, Durotul
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 1 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i1.697

Abstract

Inclusive education plays a crucial role in promoting equity in education, meaning that every childregardless of the ir physical, mental, or social condition has equal access to educational opportunities. This study aims to analyze the implementation of inclusive education using a systems approach at SD Islam Fathia, Sukabumi City. A descriptive qualitative method was employed, with data collected through interviews, observations, questionnaires, and documentation. The findings indicate that the systems approach, as outlined by Kaufman (1972), was applied in six key stages: (1) needs identification; (2) problem selection; (3) identification of problem-solving requirements; (4) formulation of alternative solutions; (5) periodic evaluation of inclusive education; and (6) revision of school policies. The systems approach proved effective in comprehensively identifying needs and solutions across the dimensions of input, process, and output. These were operationalized through inclusive culture, policies, and evidence-based practices. The study recommends strengthening collaboration among multidisciplinary stakeholders (schools, teachers, parents, specialists, and government) to support sustainable inclusive education. Additional recommendations include improving school facilities and infrastructure, increasing government support through teacher training, enhancing cross-sectoral collaboration, and developing written school-level policies. This research contributes to the development of a systems-based model for inclusive education at the primary school level.
Building an Inclusive Classroom: Emotional Disturbance and Gender Diversity in Elementary Schools Dwiprabowo, Risky; Maksum, Arifin; Supena, Asep; Nurhasanah, Nina; Bintoro, Totok; Faujiah, Evi
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 9 No 2 (2025): AUGUST
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v9i2.24458

Abstract

This study aims to explore the challenges and strategies in creating inclusive classrooms that are friendly to students with emotional disorders and diverse gender identities in elementary schools. Using a descriptive qualitative method, this study involved 35 teachers in an inclusive primary school in East Jakarta, with data collected through a questionnaire that included aspects of challenges, positive influences of multicultural education, and inclusive strategies. The results of the study show that teachers face several key challenges, such as limited resources, understanding, and communication. However, multicultural education has been shown to improve students' empathy, tolerance, and social skills. Effective inclusive strategies include curriculum adaptation, teacher training, and collaboration with parents. Teachers also reported the positive impact of inclusive education on student attitudes and learning outcomes, including increased self-confidence, social responsibility, and collaboration skills. These results underscore the importance of adequate resource support and training programs for teachers to strengthen the effectiveness of inclusive education in primary schools. In addition, anti-stigma and diversity education programs can help reduce discrimination and increase student and public understanding of the importance of inclusion. Closer collaboration between schools and parents is also needed to create ongoing support for students with special needs.
STRATEGI ADAPTIF GURU DALAM MENDAMPINGI SISWA TUNARUNGU DI SEKOLAH DASAR INKLUSIF Rahmawati, Magdalena Chori; Supena, Asep; Bintoro, Totok
Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 2 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/r69w8x79

Abstract

This study aims to describe the strategies employed by teachers in supporting deaf students in inclusive primary schools. The background of the study is grounded in the principle of inclusive education, which guarantees the right of all children, including those with special needs, to receive equitable and quality education. A descriptive qualitative method was used, with data collected through observation, interviews, and document analysis. The research subjects included a classroom teacher, a school principal, and a deaf student at St. Fransiskus III Primary School in Jakarta. The findings revealed that the teacher’s strategies encompassed clear non-verbal communication, the use of visual media, repetition of information, and individualized approaches. The teacher managed the classroom by placing the deaf student in a strategic position and creating a supportive learning environment that encouraged social interaction. In terms of assignments and assessment, the teacher applied differentiation strategies by providing additional time and guidance. Moreover, the student’s progress was communicated directly to parents to foster close collaboration. The study also identified several challenges, such as limited time, lack of training, and constraints related to school policies and facilities. It concludes that the success of inclusive education is strongly influenced by adaptive teaching strategies and systemic support from the school environment and parents.
Co-Authors Akmaluddin Akmaluddin Aldin Syahdan Ambros Leonangung Edu Arifin Maksum Asep Supena Asep Supena. Azhar, Arry Patria Surya Dewi, Nastitisari Durotul Yatimah Dwiprabowo, Risky Edwita, Edwita Fahrurrozi Fahrurrozi Fahrurrozi Fahrurrozi Fahrurrozi Faisal Rahman Faizatunnisa Faizatunnisa Faujiah, Evi Febriani Rofiqoh Febriani Rofiqoh Hasnan, Syiti Mutia Herdiani, Wahyu Ika Lestari Ika Lestari Ikhwan Abduh Izul Islamudi Kairunisa, Shabila Khaerudin Khaerudin Khatulisty, Chantika Bunga Chynta Kurnia, Budi Manar, Mayasari Mardhatillah, Mardhatillah Maulana, Bintang Azzahra Muhammad Agus Muljanto Muliati Mursak Murni Winarsih Musdiani Musdiani Nina Nurhasanah, Nina Nita Novianti, Nita Nugraha, Anggi Purwa Nurafifah, Sri Nurul Zikri Filina Riana Bagaskorowati Riana Bagaskorowati Riswandi Rohmah Ageng Mursita, Rohmah Ageng RR. Ella Evrita Hestiandari Sembiring, Rinawati Sheryl Mutiara Putri Sinyanyuri, Sonya Siti Mayang Sari Siti Nuraini Siti Nurhayati Sonia Yulia Friska Sundari, Fitri Siti Tairas, Joleta Silvana Trisna Mulyeni Umi Nanik Yayan Sopian Yofita Sari Yufiarti Yurniwati Yurniwati Zulela Ms