Article Per Year (5 Year)
p-Index From 2021 - 2026
2.109
P-Index
This Author published in this journals
All Journal Pedagogi: Jurnal Ilmu Pendidikan Jurnal Unik: Pendidikan Luar Biasa Jurnal Pendidikan Kebutuhan Khusus Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Edumaspul: Jurnal Pendidikan
Nurhastuti Nurhastuti
Unknown Affiliation
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
The Effectiveness of Animation Videos to Improve the Ability to Order Numbers 1-50 for Children with Physical Impairment Puja Permai Sari; Nurhastuti Nurhastuti; Mega Iswari; Johandri Taufan
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7826

Abstract

This research aims to improve the ability to order numbers 1-50 for children with physical impairments at SLB N 1 Pariaman by using Animation Video Learning media. Animation Video Learning Media functions to make it easier for students to remember the material for ordering numbers. This research uses a quantitative approach with experimental methods, namely Single Subject Research (SSR) and A1-B-A2 Design, and data is analyzed using visual graphs by entering data in graphs which are then analyzed based on conditions A1-B-A2. The results of research using animated video learning media can improve the ability to order numbers 1-50 for children with physical impairments at SLB N 1 Pariaman.
SELF-ASSESSMENT AND PEER-ASSESSMENT DISCREPANCIES IN EVALUATING MATHEMATICS TEACHING SKILLS: EVIDENCE FROM PRE-SERVICE SPECIAL EDUCATION TEACHERS IN INDONESIA Syari Yuliana; Nurhastuti Nurhastuti; Mega Biran Iswari; Yosa Yulia Nasri; Endang Sri Handayani; Mardhatillah Zulpiani; Setia Budi
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.v11i1.39097

Abstract

Pre-service special education teachers are expected to master a broad range of professional competencies including the ability to deliver subject-specific instruction, among them mathematics, to children with special needs (CSN). Yet how accurately these teachers in training appraise their own readiness for mathematics instruction remains poorly understood. This study examined discrepancies between self-assessment and peer-assessment in evaluating mathematics teaching skills among 61 final-year students enrolled in the Bachelor of Special Education program (S1 Pendidikan Luar Biasa) at Padang State University, Indonesia. Using a comparative within-subjects design, participants completed self-assessment instruments (18 items) after conducting a 45-minute mathematics lesson for small groups of CSN, while peers independently evaluated the same lessons using an observational rubric (14 items). A paired-samples t-test revealed statistically significant discrepancies (t = 2.907, p = 0.005; Cohen's d = 0.56): self-assessment scores (M = 4.41, SD = 0.61) exceeded peer-assessment scores (M = 4.13, SD = 0.37) by a practically meaningful margin. Notably, 70.5% of participants overestimated their own performance. The weak, non-significant correlation between modes (r = −.14, p = .277) indicates that self- and peer-assessment capture complementary rather than overlapping dimensions of teaching competence. These findings call for deliberate restructuring of assessment practices in special education teacher preparation specifically, integrating multiple evaluative perspectives, building assessment literacy, and treating discrepancies as a productive site for professional learning.[
A Systematic Literature Review on the Development of Technology-Based Interactive Learning Modules for Students with Physical Disabilities Desniar Desniar; Nurhastuti Nurhastuti; Ahman Fauzan; Desniar Desniar; Nurhastuti Nurhastuti; Ahman Fauzan; Antoni Tsaputra
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.10

Abstract

This study focused on the design and implementation of technology-based interactive learning modules for physically challenged students. It was based on the lack of organized and pedagogically meaningful digital learning modules in special education. The comparative analysis of citation data was performed in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework using bibliometric methodology. From a total of 142 records screened, we included 7 studies for qualitative synthesis. The results suggested that interactive learning technologies, such as assistive technology, web-based platforms, augmented reality, virtual reality, and motion-based systems, enhanced accessibility to learning material but also contributed positively with student engagement and skill development. These technologies contributed on cognitive and motor learning outcomes and created really inclusionary adaptive teaching environments. However, the findings also expose that most of studies have primarily focused on technology tools only rather than curriculum design according to structured instructional module. The authors suggested that ambitious interactive learning modules should be designed in a systematic and pedagogically integrated manner. Future research needs to focus on blending the unique aspects of instructional design with technological innovation in order to more readily promote effectiveness for practitioners working within special education.
Peer-Mediated Interventions for Children with Intellectual and Developmental Disabilities: A Systematic Literature Review M. Zulhadi; Damri Damri; Nurhastuti Nurhastuti; M. Zulhadi; Damri Damri; Nurhastuti Nurhastuti; Rahmahtrisilvia Rahmahtrisilvia
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.9

Abstract

Children with intellectual and developmental disabilities (IDD) frequently experience difficulties in social interaction and communication, highlighting the need for effective inclusive intervention strategies in educational settings. This study aims to systematically review the implementation and effectiveness of peer-mediated interventions for children with IDD in inclusive school contexts. A systematic literature review was conducted following the PRISMA 2020 guidelines, complemented by a bibliometric analysis using the Bibliometrix package. A total of 194 articles were identified, of which 13 studies met all inclusion criteria and were included in the final synthesis. The results indicate that peer-mediated interventions, such as peer tutoring, peer modeling, and peer support, significantly improve social interaction, communication skills, and behavioral engagement among children with IDD. The effectiveness of these interventions is influenced by key factors, including structured peer training, active teacher facilitation, and supportive learning environments. Additionally, the bibliometric findings reveal a growing research interest in this field, with dominant themes centered on social interaction, communication, and inclusive education. In conclusion, peer-mediated interventions represent an effective and practical approach to enhancing social and communicative outcomes while promoting inclusive learning environments for children with IDD. The findings suggest that educators should integrate structured peer-mediated strategies into classroom practices, while policymakers and researchers are encouraged to further develop and expand evidence-based inclusive interventions across diverse educational contexts.
Co-Authors Ahman Fauzan Ahman Fauzan Antoni Tsaputra Antoni Tsaputra Ardisal Ardisal Arisul Mahdi Azzahra Firdausi Salma Budi, Setia Damri Damri Damri Damri Desniar - - Desniar Desniar Endang Sri Handayani Iga Setia Utami Intan Aulia Irdamurni Irdamurni Jehan Nabela Oktaviani Johandri Taufan M. Zulhadi M. Zulhadi Mardhatillah Zulpiani Mega Biran Iswari Mega Iswari Muhammad Sabri Fadhillah Tyazal Nurhastuti Nurhastuti Oktavia Rahtu Dwiyani Puja Permai Sari Rahmahtrisilvia Rahmahtrisilvia Rahmatun Nisa Retno Triswandari Septrika Puspita Sari Setia Budi Syari Yuliana Varel Muhammad Rizky Yosa Yulia Nasri Zulmiyetri Zulmiyetri