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All Journal JPK (Jurnal Pendidikan Khusus) Jurnal Pendidikan dan Pengajaran Jurnal Penelitian dan Pengembangan Pendidikan JURNAL KONFIKS JIP: Jurnal Ilmiah PGMI 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 Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan 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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Shaping children's moral development through the Among Ki Hajar Dewantara System at SD Labschool Cibubur Nurhayati, Siti; Yufiarti; Totok Bintoro
Exploration in Early Childhood Research Vol. 1 No. 2 (2024): Exploration in Early Childhood Research
Publisher : Sekolah Pascasarjana Universitas Negeri Jakarta

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Abstract

This study aims to investigate the impact of the Among Ki Hajar Dewantara System on the moral development of children in SD Labschool Cibubur. The problem at hand is a lack of understanding of the extent to which the Among System affects the moral development of students, as well as the obstacles that may be encountered in its application. The research method used is a case study with a focus on the interaction between the Among System and the moral development of students. The subjects of the study included teachers, students, and parents. Data were collected through interviews, classroom observation, and documentation analysis. The data analysis method used is thematic analysis, where data from various sources are grouped and analyzed based on emerging themes. The results showed that the Among System had a significant positive impact on children's moral development, with improvements in the understanding and application of moral values such as honesty, responsibility, and empathy. The recommendation of this study is that schools and educators consider the integration of Among principles in their curricula to support more holistic moral development in children.
TPACK-Based E-Textbooks for Science Literacy: A Systematic Review in Primary School Education Sundari, Fitri Siti; Yufiarti; Bintoro, Totok
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

The purpose of this study is to investigate the need for TPACK-based digital book development in an effort to improve science literacy in primary schools. The study used a systematic review method of 67 domestic and international academic articles published between 2019 and 2025. This research was carried out through the provision of seven main indicators, namely the characteristics of students at the elementary school level, the characteristics of teachers at the elementary school level, the need for digital media and digital books for science learning at the elementary school level, TPACK strategies in learning design, incorporating TPACK into digital books, science literacy as the main goal of science learning, and the use of digital books in education. The results of the analysis showed that students needed interactive, multimodal, and context-specific learning media, while teachers needed detailed TPACK-based training assistance. Furthermore, digital books designed based on TPACK are able to increase students' knowledge of concepts, learning engagement, and learning abilities. These results confirm the fact that TPACK-based digital book design is an innovative solution applied to learning science in primary schools. This study is likely to have an impact on the basis for adaptations, contexts, and effective products on digital science books to enable national learning services.
IMPLEMENTASI PENDIDIKAN INKLUSI DI SDN 13 BANAWA: TANTANGAN DAN STRATEGI Muliati Mursak; Asep Supena; Totok Bintoro; Ikhwan Abduh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 December 2024 In Press.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20195

Abstract

Inclusive education serves as a means for special needs students to receive equal learning opportunities alongside their peers in regular schools. This study aims to: 1) Identify the primary challenges faced by SDN 13 Banawa in implementing inclusive education, and 2) Analyze the strategies employed by the school to address these challenges. This qualitative research employs a case study approach, with data collected through observation, interviews, and documentation. The study, conducted in October 2024, involved three subjects: one school principal, one teacher, and one parent of a student. The data analysis techniques included data preparation, coding, and interpretation of research findings to draw conclusions. The results reveal five key challenges: 1) low teacher competence, 2) lack of specialized instructors for special needs students, 3) absence of dedicated funding, 4) the non-implementation of a special curriculum for special needs students, and 5) inadequate learning facilities. To overcome these challenges, the school has implemented several strategies, including: 1) self-guided training through the Merdeka Mengajar Platform (PMM) to enhance teacher competence in inclusive education, 2) utilization of the independent curriculum, 3) collaboration with parents, and 4) leveraging BOS (School Operational Assistance) funds for financing. The findings suggest that these strategies are short-term solutions and may encounter challenges in the long term. Future research is recommended to explore more sustainable strategies and assess the long-term impacts of the measures undertaken by schools.
IMLEMENTASI PEMBELAJARAN BLENDED ANAK TUNALARAS DI SD MUHAMMADIYAH 4 KOTA TANGERANG Azhar, Arry Patria Surya; Supena, Asep; Bintoro, Totok
Indonesian Journal of Elementary Education (IJOEE) Vol 5, No 2 (2023): Indonesian Journal of Elementary Education (IJOEE)
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ijoee.v5i2.10428

Abstract

Penelitian ini bertujuan untuk mengevaluasi sejauh mana implementasi pembelajaran anak tunalaras di Sekolah Dasar Muhammadiyah 4 Kota Tangerang. Subjek penelitian ini hanya dilakukan kepada guru kelas. Penelitian ini menggunakan metode kualitatif dengan pendekatan naratif yang bertujuan untuk mendokumentasikan data, peristiwa, atau fenomena melalui wawancara mendalam dengan narasumber yang memiliki pemahaman yang mendalam tentang fenomena tersebut. Data dikumpulkan melalui wawancara, observasi, dan pengumpulan dokumen. Analisis data dalam penelitian ini mengacu pada metode analisis kualitatif Miles dan Huberman, yang terdiri beberapa tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini menunjukkan bahwa pelaksanaan pembelajaran untuk anak tunalaras serupa dengan pelaksanaan pembelajaran untuk anak-anak lainnya, namun ada perhatian khusus yang diberikan setelah jam pelajaran berakhir. Perencanaan pembelajaran melibatkan guru kelas, pelaksanaan pembelajaran dilakukan dalam waktu yang khusus untuk anak tunalaras, evaluasi yang sama untuk anak tunalaras sama pula dengan yang digunakan untuk anak-anak lainnya, dan ada program remedial serta waktu tambahan yang diberikan kepada anak tunalaras.
Optimalisasi Kompetensi Guru dalam Identifikasi Siswa Tunarungu pada Sekolah Inklusif Mursita, Rohmah Ageng; Winarsih, Murni; Bintoro, Totok; Manar, Mayasari; Herdiani, Wahyu
JPM: Jurnal Pengabdian Masyarakat Vol. 6 No. 2 (2025): October 2025
Publisher : Forum Kerjasama Pendidikan Tinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47065/jpm.v6i2.2567

Abstract

Inclusive education seeks to ensure equitable access to quality education for all children, including those with special needs. In practice, numerous educators in inclusive schools in Bekasi City face challenges in recognising and instructing children with hearing impairments. This study aims to evaluate the effectiveness of training provided to educators in enhancing their ability to identify and teach children with hearing impairments. The employed methodology is qualitative, utilising in-depth interviews, direct observations, and questionnaires. Data were gathered from 50 educators throughout 50 inclusive schools in Bekasi City. The study’s results indicate that the training effectively enhanced teachers’ proficiency in understanding the characteristics of deaf children and applying instructional approaches that utilise visuals, sign language, and auditory technology. The mean enhancement in teachers’ proficiency attained 30–35% across several domains, despite ongoing constraints associated with inadequate facilities and insufficient time for parental engagement. The findings indicate that extensive and continuous training is crucial for creating an improved, inclusive educational environment. It is essential to enhance collaboration among educators, parents, and other stakeholders to elevate the quality of inclusive education in Bekasi City.
Strategi Guru dalam Meningkatkan Kosa Kata Siswa Tunarungu Tingkat TK di SLB Pangudi Luhur Mursita, Rohmah Ageng; Winarsih, Murni; Bintoro, Totok; Maulana, Bintang Azzahra; Khatulisty, Chantika Bunga Chynta
JPK (Jurnal Pendidikan Khusus) Vol. 21 No. 1 (2025): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

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Abstract

Penelitian ini bertujuan untuk menjelaskan peningkatan penguasaan kosakata pada anak tunarungu melalui penerapan metode Maternal reflektif (MMR) di SLB Pangudi Luhur, Bekasi.  Penelitian ini menggunakan metodologi kualitatif dengan memanfaatkan teknik studi kasus, di samping metode pengumpulan data antara lain observasi, wawancara, dokumentasi, dan penilaian.  Subjek penelitian adalah dua mahasiswa TKLB tunarungu yang berkonsentrasi pada penerapan strategi pembelajaran berbasis MMR.  Reflektif Ibu metode utama strategi ini adalah perdati (hati ke hati-percakapan untuk mengatur emosional konteks), penentuan titik awal (mendapatkan tema dari anak pengalaman kehidupan nyata), visualisasi dan penguatan (menggunakan beton media), penyimpanan (menyimpan kosa kata melalui tulisan dan pengulangan), percami (ideovisual membaca untuk memahami struktur kalimat), dan refleksi dan evaluasi.  Strategi-strategi ini digunakan secara terencana dan konsisten dalam kegiatan pembelajaran sehari-hari. Hasilnya menunjukkan bahwa menggunakan strategi MMR meningkatkan pemahaman kosakata dalam konteks serta volume perolehan kosakata.   Siswa tunarungu menunjukkan peningkatan dalam kemampuan mereka untuk menyusun kalimat, memahami pertanyaan, dan menghubungkan kosakata dengan pengalaman pribadi mereka. Pemrosesan mental dan pemahaman bahasa anak tunarungu telah terbukti meningkat dengan penggunaan strategi pembelajaran ini, yang meliputi refleksi, komunikasi, dan alat bantu visual. Dengan demikian, strategi dalam metode Maternal Reflektif sangat efektif dalam meningkatkan penguasaan dan pemahaman kosakata anak tunarungu usia dini, karena mengintegrasikan pendekatan emosional, visual, dan linguistik dalam konteks kehidupan anak.
Implementation of Inclusive Education for Students with Hearing Impairment (Deaf): A Study in Elementary School Hardian Mei Fajri; Asep Supena; Totok Bintoro
JIP Jurnal Ilmiah PGMI Vol 10 No 1 (2024): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v10i1.21787

Abstract

Inclusive education is based on the right of all learners to a quality education that meets their basic learning needs and enriches their lives. This study aims to describe the implementation of elementary school inclusive education for students with hearing loss. This research method used a qualitative descriptive approach. Data collection techniques were carried out through interviews with teachers, and observation. This research uses triangulation techniques to check the validity of the data. Data analysis techniques consist of data reduction, data presentation, and conclusion drawing. The results of this study found that in the implementation of inclusive learning/education in elementary school, three important components support the academic success of learners with hearing impairments, namely: (1) the role of the teacher is to create a positive and meaningful classroom atmosphere for learners, positioning learners with hearing impairments to be considered by other classmates, not as different children; (2) the role of fellow learners in the classroom is as allies to support and help each other in academic activities; and (3) the role of parents is to provide more attention, support and time to support children's cognitive health and academic development and success.
Strategies for Enhancing the Pedagogical Competence of Special Education Teacher Candidates in Early Reading Instruction for Hearing-Impaired Students Mursita, Rohmah Ageng; Winarsih, Murni; Bintoro, Totok; Manar, Mayasari; Alamsyah, Rafli
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38107

Abstract

The acquisition of foundational literacy skills presents a critical challenge for students with hearing impairments, a difficulty often exacerbated by teacher preparation programs that neglect the specialized training necessary for practical competency. This study aims to bridge this pedagogical gap by exploring and validating specialized instructional strategies designed to strengthen the competence of prospective special education teachers in delivering effective early literacy instruction. Utilizing a qualitative descriptive design, the investigation involved six prospective teachers from Universitas Negeri Jakarta and ten hearing-impaired students. Data triangulation was employed through systematic classroom observations, semi-structured interviews, literacy assessments, and the analysis of teaching artifacts. Findings reveal substantial advancements in both educator competence and student outcomes; specifically, teacher candidates demonstrated a 60% increase in teaching confidence and a notable 140% improvement in applying Total Communication and Reflective Maternal Methods (RMM). These pedagogical shifts correlated with significant student achievements, evidenced by a 100% to 200% increase in vocabulary acquisition, alongside enhanced alphabetic recognition and decoding skills. The novelty of this research lies in identifying the vital correlation between emotional scaffolding via RMM and lexical expansion, positioning emotional connection as a critical psychological dimension in special education pedagogy. Additionally, it contributes a validated multimodal framework integrating visual phonics and sound-rhythm perception to bridge auditory gaps. Directly supporting Sustainable Development Goal (SDG) 4, this study addresses the identified pedagogical deficit by demonstrating that integrating evidence-based, multimodal methodologies into teacher preparation significantly enhances instructional quality. Consequently, it advocates for curriculum reforms to ensure equitable, quality education for students with hearing impairments.
Kendala Pemahaman dan Kompetensi Guru dalam Mengimplementasikan Pendidikan Inklusi pada Pembelajaran Ilmu Pengetahuan Alam dan Ilmu Pengetahuan Sosial di Kota Pariaman Syiti Mutia Hasnan; Asep Supena; Totok Bintoro; Riswandi
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.9947

Abstract

This study aims to analyze the constraints of teachers' understanding and competence in implementing inclusive education in Natural and Social Science Learning at SDN 13 Kampung Baru, Pariaman City. This study used a descriptive qualitative approach with data collection methods in the form of in-depth interviews, classroom observations and document analysis. The research subjects consisted of five class teachers, one IPAS subject teacher, and one special assistant teacher (GPK). The results showed that 80% of teachers experienced problems in understanding the concept of inclusive education, especially related to the adaptation of IPAS materials for students with special needs. In addition, 70% of teachers admitted to having difficulties in implementing inclusive teaching methods, such as the use of appropriate learning media and experiential learning strategies. The inhibiting factors included a lack of training in inclusive education (90%), a lack of collaboration with GPK (60%) and limited supporting facilities at school (75%). This study recommends organizing intensive training to improve teachers' competencies, procuring inclusive learning media and increasing collaboration between classroom teachers and GPKs. The results of this study are expected to be a reference in developing more inclusive and effective Natural and Social Science Learning strategies in primary schools.
ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING READING COMPREHENSION TO HEARING-IMPAIRED ELEMENTARY STUDENTS THROUGH FOTONOVELA MEDIA Rohmah Ageng Mursita; Murni Winarsih; Totok Bintoro; Asep Supena; Septiyani Endang Yunitasari; Sri Rizqi Widasari
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/f40e8d48

Abstract

Reading comprehension is a fundamental literacy skill that is essential for deaf or hard-of-hearing students to access academic information and participate in social life. However, limited auditory input and language development challenges often create barriers to understanding written texts. This study aimed to enhance the pedagogical competence of pre-service special education teachers in teaching reading comprehension to hearing-impaired students through the use of fotonovela media. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach and was conducted at SLB Pangudi Luhur and SLB Santi Rama as authentic learning contexts. The participants were pre-service special education teachers divided into experimental and control groups. The intervention involved training and teaching practice using fotonovela media integrating visual supports, the Indonesian Sign System (SIBI), and principles of the Maternal Reflective Method (MMR). Pretest results indicated that the initial competence levels of both groups were relatively equivalent, while posttest results showed a significant improvement in the experimental group. The use of fotonovela media significantly improved the pedagogical competence of pre-service teachers, particularly in instructional planning, visual strategies, language and communication support, adaptive teaching practices, and student engagement. The improvement in teacher competence contributed to the development of students’ reading comprehension skills, including vocabulary understanding, identifying main ideas, sequencing events, recognizing story elements, answering questions, making simple inferences, and summarizing texts. These findings indicate that fotonovela media is an innovative and sustainable approach to strengthening teachers’ pedagogical competence while supporting literacy development among deaf students.
Co-Authors Akmaluddin Akmaluddin Alamsyah, Rafli Aldin Syahdan Arifin Maksum Asep Supena Asep Supena Asep Supena. Azhar, Arry Patria Surya Dewi, Nastitisari Durotul Yatimah Dwiprabowo, Risky Edu, Ambros Leonangung Edwita, Edwita Fahrurrozi Fahrurrozi Fahrurrozi Fahrurrozi Fahrurrozi Faisal Rahman Faizatunnisa Faizatunnisa Faujiah, Evi Febriani Rofiqoh Febriani Rofiqoh Hardian Mei Fajri 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 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 Septiyani Endang Yunitasari Sheryl Mutiara Putri Sinyanyuri, Sonya Siti Mayang Sari Siti Nuraini Siti Nurhayati Sonia Yulia Friska Sri Rizqi Widasari Sundari, Fitri Siti Syiti Mutia Hasnan Tairas, Joleta Silvana Trisna Mulyeni Umi Nanik Yayan Sopian Yofita Sari Yufiarti Yurniwati Yurniwati Zulela Ms