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All Journal Cakrawala Pendidikan JPK (Jurnal Pendidikan Khusus) Jurnal Konseling dan Pendidikan Intiqad: Jurnal Agama dan Pendidikan Islam Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Prima Edukasia Jurnal Unik: Pendidikan Luar Biasa JURNAL IQRA´ IJIET (International Journal of Indonesian Education and Teaching) Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Journal of Innovation in Educational and Cultural Research Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Innovation and Research in Primary Education Jurnal Pendidikan Siber Nusantara Jurnal Kajian Pendidikan dan Psikologi
Pujaningsih Pujaningsih
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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.
Peningkatan Pra Menulis Anak Tunarungu Melalui Permainan Sensomotorik: Classroom Action Research Sulisnuryati Sulisnuryati; Pujaningsih Pujaningsih
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7449

Abstract

Anak tunarungu sering menghadapi hambatan pra-menulis karena keterbatasan sensorimotor yang berdampak pada koordinasi tangan–mata dan kontrol motorik halus. Penelitian ini bertujuan menganalisis efektivitas permainan sensomotorik dalam meningkatkan kemampuan pra-menulis anak tunarungu usia dini. Jenis penelitian adalah Penelitian Tindakan Kelas model Kemmis & McTaggart dalam tiga siklus dengan subjek dua anak berusia 6–7 tahun yang memiliki hambatan pendengaran berat. Data dikumpulkan melalui observasi menggunakan instrumen 17 indikator kemampuan pra-menulis (skor 0–3), wawancara, dokumentasi, dan catatan lapangan. Validitas instrumen diperoleh melalui expert judgment (CVI = 0,87) dan reliabilitas antarpenilai (? = 0,82). Analisis dilakukan secara deskriptif persentase. Hasil menunjukkan peningkatan signifikan: skor rata-rata naik dari 21,6% menjadi 82,3%, dengan AD dari 19,6% ke 76,5% dan NY dari 23,5% ke 88,2%. Simpulan, permainan sensomotorik efektif mengubah kemampuan pra-menulis dari kategori kurang menjadi sangat baik, serta dapat diintegrasikan guru TKLB sebagai strategi pembelajaran berkelanjutan.
Pengembangan Model Program Ekstrakurikuler Futsal Adaptif untuk Mendukung Kepercayaan Diri Siswa dengan Hambatan Fisik: Development of an Adaptive Futsal Extracurricular Program Model to Support the Self-Confidence of Students with Physical Disabilities Bakti Djailani; Pujaningsih Pujaningsih
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9242

Abstract

This study aimed to develop an adaptive futsal extracurricular program model to support the self-confidence of students with physical disabilities at SMP Negeri 3 Sangatta Utara. The study employed a limited-scale Research and Development (R&D) method using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of a Physical Education, Sports, and Health (PJOK) teacher—who also served as the extracurricular supervisor—acting as the practitioner, and one student with a physical disability serving as the subject for the limited trial. Data were collected through observation, interviews, documentation, practitioner assessment questionnaires, practicality questionnaires, and self-confidence behaviour observation sheets. The data were analysed using simple qualitative and quantitative descriptive techniques. The results indicated that the developed product—an adaptive futsal extracurricular program model consisting of six activity sessions—was deemed suitable for use based on instrument validation results, receiving a practitioner rating of 73% (categorised as "suitable"). The product also achieved a practicality score of 75% (categorised as "practical"), while program implementation rates ranged from 69% to 75% across the sessions. Furthermore, observations revealed a trend of increasing self-confidence behaviour in the student, rising from 31% in the initial session to 64% in the final session. Thus, the adaptive futsal extracurricular program model is considered suitable and practical, and it holds the potential to serve as an implementation guide for extracurricular activities that support the development of self-confidence among students with physical disabilities in inclusive schools.
IMPROVING GAIT REGULARITY AND LOCOMOTOR BALANCE USING FOOTPRINT MARKERS IN STUDENTS WITH PHYSICAL DISABILITIES Akmal Rizki Hamjah; Hermanto Hermanto; Cepi Safruddin Abdul Jabar; Pujaningsih Pujaningsih; Edi Purwanta
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.564

Abstract

Locomotor skills are fundamental components of motor development among elementary school students, particularly for students with motor impairments who often experience difficulties in coordination, step regularity, and movement balance. This study aimed to improve step regularity and locomotor movement balance through the implementation of footprint marker media based on the Direct Instruction model among fourth-grade elementary school students with motor impairments. This study employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research participants were two fourth-grade students with motor impairments at SDN 009 Rantau Pulung. Data were collected through observation, documentation, and field notes, and were analyzed using descriptive quantitative and qualitative approaches. The results showed a gradual improvement in students’ locomotor abilities from the pre-cycle stage to Cycle II. The use of footprint marker media provided visual stimuli that helped students understand stepping patterns and movement directions, while the Direct Instruction model supported learning through demonstration, guided practice, immediate feedback, and gradual reduction of assistance. The findings indicate that the integration of footprint marker media and Direct Instruction effectively improved step regularity, movement balance, and independence among students with motor impairments. This study provides practical implications for the development of adaptive physical education learning that is more concrete, systematic, and inclusive.
Determinats of Deep Learning Oriented Teaching Behavior: A Theory of Planned Behavior Perpective among Special Education Teachers Hilma Rahmatillah; Pujaningsih Pujaningsih; Muh. Rijal
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.7890

Abstract

This study addresses the growing demand for deep learning-oriented instruction in 21st-century education, particularly in special education, where instructional practices involve high levels of complexity. The study aims to analyze the determinants of deep learning oriented teaching behavior among special education teachers using the Theory of Planned Behavior (TPB). A quantitative explanatory survey design was employed, involving 66 teachers selected through snowball sampling. Data were collected using a structured questionnaire and analyzed through hierarchical multiple regression. The results indicate that perceived behavioral control (PBC) and subjective norm (SN) significantly predict both intention and teaching behavior, while attitude toward behavior (ATB) does not show a significant effect when controlling for other variables. Intention significantly predicts behavior; however, its additional contribution is relatively small (ΔR² = 0.013), indicating that behavioral implementation is influenced not only by intention but also by professional competence and environmental factors. Overall, the model demonstrates strong explanatory power, highlighting the importance of teacher capability and social support in facilitating the implementation of deep learning-oriented instruction in special education. This study contributes theoretically by strengthening the validity of TPB in special education while offering a new perspective that the transformation of teaching behavior is more strongly influenced by structural support, professional competence, and institutional expectations than by personal attitudes alone. Therefore, this study underscores that the successful implementation of deep learning in special education requires a systemic approach integrating psychological readiness, teacher competency development, and institutional support to promote inclusive, meaningful, adaptive, and sustainable learning that enhances students higher order thinking skills.
Analisis Pelaksanaan Pembelajaran Peserta Didik Berkebutuhan Khusus di Sekolah Menengah Pertama Mursalam Mursalam; Lia Yuliana; Pujaningsih Pujaningsih
Jurnal Pendidikan Siber Nusantara Vol. 4 No. 3 (2026): Jurnal Pendidikan Siber Nusantara (Juli - September 2026)
Publisher : Siber Nusantara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpsn.v4i3.771

Abstract

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis perencanaan, pelaksanaan, evaluasi, serta hambatan pembelajaran bagi peserta didik berkebutuhan khusus di SMP Negeri 4 Bengalon. Penelitian ini menggunakan pendekatan kualitatif dengan desain penelitian deskriptif kualitatif. Partisipan penelitian terdiri atas kepala sekolah, guru mata pelajaran, wali kelas, dan guru Bimbingan Konseling. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik, sedangkan analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran diawali dengan asesmen dan identifikasi kebutuhan peserta didik sebagai dasar dalam penyesuaian tujuan pembelajaran, materi ajar, strategi pembelajaran, media pembelajaran, dan metode asesmen. Pelaksanaan pembelajaran dilakukan dalam kelas inklusif melalui penggunaan berbagai metode pembelajaran, media visual, modifikasi tugas, serta pemberian dukungan individual yang disesuaikan dengan kebutuhan peserta didik. Evaluasi pembelajaran dilaksanakan secara fleksibel dengan menggunakan berbagai teknik penilaian yang disesuaikan dengan kemampuan dan karakteristik peserta didik serta memperhatikan aspek capaian akademik, perkembangan sosial, kemampuan komunikasi, partisipasi, dan kemandirian. Penelitian ini juga menemukan bahwa pelaksanaan pembelajaran bagi peserta didik berkebutuhan khusus masih menghadapi beberapa hambatan, yaitu belum tersedianya Guru Pendamping Khusus (GPK), keterbatasan kompetensi guru dalam pendidikan inklusif, keterbatasan media pembelajaran adaptif, serta keterbatasan waktu dalam memberikan layanan pembelajaran dan evaluasi secara individual. Meskipun demikian, praktik pembelajaran telah menunjukkan upaya penerapan prinsip-prinsip pendidikan inklusif melalui penyediaan layanan yang disesuaikan dengan kebutuhan peserta didik. Oleh karena itu, diperlukan penguatan layanan pendidikan inklusif melalui penyusunan Program Pembelajaran Individual (PPI), peningkatan kompetensi guru, penyediaan media pembelajaran adaptif, serta penguatan sistem pendampingan dan evaluasi pembelajaran.
Co-Authors Adi Suseno Akmal Rizki Hamjah Apriyanto, Ridwan Eko Asri, Hanifa Nur Azkia Mardhatillah Nesy Badiatul Islami Bakti Djailani Cabatay, Mulina Madlangbayan Cepi Safruddin Abdul Jabar Haryanto dan Edi Purwanta Suparno Haryanto dan Edi Purwanta Suparno Haryanto Haryanto Hermanto Hermanto Hermanto Hilma Rahmatillah Ishartiwi Ishartiwi Kamsiah Kamsiah Komalasari, Mahilda Dea Lia Yuliana Mahardhika Andiansyah Mar’atu Husnia Alfi Muh. Rijal Mumpuniarti Mumpuniarti Mursalam Mursalam Nur Azizah Nurhidaya Nurhidaya Pratama, Kukuh Wahyudin Rahmawati, Rahmawati Ranny Dwi Agustin Retno Wulandari Rezky Ultabaini Ristyaningsih, Ristyaningsih Sarinten Sarinten Sinuhaji, Betaria Br Sisca Rahmadonna Srywahyuni, Srywahyuni Sukinah Sukinah Sulisnuryati Sulisnuryati Suwarlis, Suwarlis Suwarsih, Ati Suyud, Suyud Taqiyah, Dewi Barotut Tria Widyastuti Unik Ambarwati Utami, Annisa Putri Wening Prabawati Yuliana Yuliana Zulma Indra Rahmi Putri