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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Al Ishlah Jurnal Pendidikan Special and Inclusive Education Journal (SPECIAL) SPEED: Journal of Special Education Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Journal of Disability
Mahardika Supratiwi
Pendidikan Khusus - Universitas Negeri Sebelas Maret
Humanities Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Evaluation of Inclusive Education Policies at the Level of Primary and Secondary Education in Indonesia Munawir Yusuf; Salim Choiri; Mahardika Supratiwi
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 4, No 2 (2017): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.909 KB) | DOI: 10.17977/um029v4i22017p147-154

Abstract

This study examines the implementation of inclusive education at the elementary and secondary level of education in Indonesia through 9 dimensions, namely institutional dimension, curriculum dimension, learning dimension, assessment dimension, student dimension, human resource dimension, the dimension of facilities and infrastructure, and financing dimensions. This study uses a survey approach involving 82 elementary, junior high schools, vocational schools that provide inclusive education from 16 districts/cities in 7 Provinces in Indonesia. A sample of Province of Regency / City and educational unit selected by purposive random sampling. Data collection of the Self-Evaluation Instrument of Inclusive Schools from Yusuf (2014) covering Form 1, 2, and 3. Data analysis used descriptive statistics with 5 categories (0-20%), less (21% - 40%), moderate (41% - 60%), good (61% - 80%) and very good (81% - 100%). The results show that the implementation of inclusive education at the primary and secondary education unit level is as follows: (1) the average institutional aspect of 62%; (2) aspects of the curriculum averaging 71.1%; (3) average learning aspect 53,1%; (4) assessment aspect and average grade increase 60,9%; (5) student aspect average 54,6%; (6) aspects of human resources averaging 45.8%; (7) aspects of facilities and infrastructure averaged 22.1%; (8) aspects of community participation averaged 50.8%; and (9) average financing aspects of 45.4%.Penelitian ini mengkaji tentang implementasi pendidikan inklusif di tingkat satuan pendidikan dasar dan menengah di Indonesia melalui 9 dimensi, yaitu dimensi kelembagaan, dimensi kurikulum, dimensi pembelajaran, dimensi penilaian, dimensi kesiswaan, dimensi SDM, dimensi sarana dan prasarana, dimensi peran serta masyarakat, dan dimensi pembiayaan. Penelitian ini menggunakan pendekatan survei dengan melibatkan 82 SD, SMP, SMK yang menyelenggarakan pendidikan inklusif dari 16 Kabupaten/Kota pada 7 Provinsi di Indonesia. Sampel Provinsi Kab/Kota dan satuan pendidikan dipilih secara ppurposif random sampling. Pengumpulan data Instrumen Evaluasi Diri Sekolah Inklusi dari Yusuf (2014) yang meliputi Form 1, 2, dan 3. Analisis data menggunakan statistik deskriptif dengan 5 kategori yaitu sangat kurang (0 – 20%), kurang (21% - 40%), sedang (41% - 60%), baik (61% - 80%) dan sangat baik (81% - 100%). Hasil penelitian menunjukkan bahwa implementasi pendidikan inklusif di tingkat satuan pendidikan dasar dan menengah sebagai berikut: (1) aspek kelembagaan rata-rata 62%; (2) aspek kurikulum rata-rata 71,1%; (3) aspek pembelajaran rata-rata 53,1%; (4) aspek penilaian dan kenaikan kelas rata-rata 60,9%; (5) aspek kesiswaan rata-rata 54,6%; (6) aspek sumber daya manusia rata-rata 45,8%; (7) aspek sarana dan prasarana rata-rata 22,1%; (8) aspek peran serta masyarakat rata-rata 50,8%; dan (9) aspek pembiayaan rata-rata 45,4%.
Penguatan Aksesibilitas Model Blended Learning pada Matakuliah Bahasa Indonesia bagi Mahasiswa Tunarungu dan Tunanetra Arsy Anggrellanggi; Mahardika Supratiwi; Munawir Yusuf; Subagya; Tias Martika
SPECIAL: Special and Inclusive Education Journal Vol 1 No 1 (2020): Special and Inclusive Education Journal (SPECIAL)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/special.vol1.no1.a2085

Abstract

Penelitian ini bertujuan 1) mengetahui pengaruh blended learning terhadap penguasaan materi Bahasa Indonesia, 2) mengetahui respons mahasiswa tunarungu dan tunanetra terhadap pemanfaatan aksesibilitas dalam blended learning. Penelitian ini menggunakan rancangan penelitian mix method. Untuk mengetahui pengaruh blended learning digunakan Randomized Posttest only Control Group Design. Populasinya adalah mahasiswa semester 3 Pendidikan Khusus Universitas Sebelas Maret dan sampelnya yaitu kelas A sebagai kelas eksperimen, kelas B sebagai kelas kontrol. Untuk mengetahui respons mahasiswa tunarungu dan tunanetra melalui metode observasi, wawancara, dan dokumentasi. Hasil uji t penguasan materi didapat thitung = 6,64 > = ttabel =1,66, menunjukkan ada perbedaan, sedangkan untuk uji lanjut yaitu uji Tuckey menunjukkan Qhitung = 7,55 > Qtabel = 2,85, menunjukan bahwa penguasaan materi mahasiswa yang menggunakan blended learning lebih tinggi daripada konvensional. Respons mahasiswa terhadap penggunaan blended learning dalam mata kuliah bahasa Indonesia berdasarkan hasil observasi sangat aktif, wawancara cukup baik, dan dokumentasi sangat baik. Simpulan penelitian ini adalah 1) ada pengaruh blended learning terhadap penguasaan materi Bahasa Indonesia, 2) respons mahasiswa tunarungu dan tunanetra sangat baik.
Implementasi Model Blended Learning terhadap Peningkatan Pemahaman Mata Kuliah Pembelajaran IPA bagi Anak Berkebutuhan Khusus (ABK) pada Kelas Inklusi di Perguruan Tinggi Mahardika Supratiwi; Munawir Yusuf; Subagya; Arsy Anggrellanggi; Tias Martika
SPECIAL: Special and Inclusive Education Journal Vol 1 No 1 (2020): Special and Inclusive Education Journal (SPECIAL)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/special.vol1.no1.a2186

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model blended learning terhadap pemahaman materi pada mata kuliah Pembelajaran IPA bagi ABK pada kelas inklusi di perguruan tinggi. Rancangan penelitian yang digunakan dalam penelitian ini adalah desain eksperimen kuasi One Group Pretest-Posttest Design. Subjek penelitian ini berjumlah 38 orang mahasiswa yang sedang menempuh mata kuliah Pembelajaran IPA bagi ABK pada kelas inklusi di perguruan tinggi. Dua di antara subjek tersebut adalah mahasiswa berkebutuhan khusus tunanetra dan tunarungu. Pengukuran terhadap pemahaman materi dilakukan sebanyak dua kali, yaitu sebelum dan sesudah penerapan blended learning diberikan. Hasil yang didapatkan dianalisis menggunakan paired t-test. Berdasarkan hasil analisis didapatkan bahwa terdapat kenaikan rata-rata skor pretes (65,16) dan skor posttes (73,87), dengan nilai t=-9,321 dengan p=0,0001 (p<0,05). Berdasarkan hasil tersebut dapat disimpulkan bahwa terdapat pengaruh yang signifikan pada penerapan blended learning terhadap peningkatan pemahaman mata kuliah Pembelajaran IPA bagi ABK pada kelas inklusi di perguruan tinggi.
Program Mahasiswa Pendamping Anak Berkebutuhan Khusus Sebagai Suporting Guru Pembimbing Khusus di Sekolah Inklusi Kota Surakarta Munawir Yusuf; Fadjri Kirana Anggarani; Dian Atnantomi Wiliyanto; Mahardika Supratiwi
SPEED Journal : Journal of Special Education Vol. 7 No. 1 (2023): SPEED: JOURNAL OF SPECIAL EDUCATION
Publisher : Program Studi Pendidikan Luar Biasa Universitas PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/speed.v7i1.1236

Abstract

Pusat Layanan Disabilitas dan Pendidikan Inklusif (PLDPI) Kota Surakarta merupakan UPT yang membawahi layanan sekolah inklusi di Surakarta. Sekolah inklusi yang berada di bawah UPT PLDPI berjumlah 19 sekolah Jenjang SD, 10 sekolah jenjang SMP dan 5 sekolah jenjang SMA/SMK. Mitra berada di Kota Surakarta yang meruapkan kota ramah anak dan kota inklusi sejak tahun 2013. Fokus Program Pengabdian ini sekolah inklusi jenjang SD di Kota Surakarta memiliki jumlah yang paling banyak dengan jumlah sekolah yaitu 16 sekolah dan Anak Berkebutuhan Khusus (ABK) per tahun 2022 adalah 280 peserta didik ABK. Dengan ini permasalahan mitra menjadi sangat komplek salah satunya yang dikeluhkan adalah masalah ketersediaan Guru Pendamping Khusus di Sekolah Inklusi jenjang SD. Dengan adanya masalah tersebut pihak pengusul pengabdian kepada masyarakat internasional dan mitra bekerjasama untuk memberikan kesempatan mahasiswa UNS semester 5 bisa magang selama 1 bulan sebagai suporting GPK di Sekolah Dasar Inklusi Kota Surakarta. Hal ini akan mengatasi masalah mitra yaitu PLDPI juga untuk menjalankan aturan PERWALI dalam memberikan layanan yang optimal bagi ABK di Kota Surakarta. Untuk mengatasi kesenjangan dalam penyediaan GPK tersebut, maka melalui Program Merdeka Belajar Kampus Merdeka (MBKM), sangat dimungkinkan dapat diatasi dengan melibatkan mahasiswa yang memenuhi syarat melalui Program Mahasiswa Pendamping Anak Berkebutuhan Khusus di Sekolah Inklusi yang selanjutnya disingkat dengan MAPING-AKSI sebagai wujud program magang. Program Mahasiswa Pendamping Anak Berkebutuhan Khusus sebagai suporting Guru Pembimbing Khusus di Sekolah Inklusi Kota Surakarta dilaksanakan untuk dalam tahapan tiga tahap yang diharapkan dapat menjadi solusi permasalahan mitra, yaitu tahap persiapan, pelaksanaan, evaluasi dan pelaporan.
Development and Validation of Augmented Reality Media for Social and Emotional Learning in Children with Learning Disabilities (SEAKAR) Redydian Adhitya Nugraha; Sunardi Sunardi; Asrowi Asrowi; Tri Murwaningsih; Munawir Yusuf; Mahardika Supratiwi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6269

Abstract

Learning disabilities (LD) are neurological conditions that affect brain function, often resulting in challenges with reading, writing, and mathematics, despite individuals typically having average or above-average intelligence. Students with LD frequently experience socio-emotional difficulties, such as anxiety and social rejection, which can hinder academic progress and self-esteem. Building resilience is essential to help these students cope with stress and adapt to challenges. This study aimed to develop an educational tool titled Collaborative Social-Emotional-Academic Augmented Reality (SEAKAR) to support students with LD in inclusive school settings. The tool was designed using the CASEL (Collaborative for Academic, Social, and Emotional Learning) framework and integrated with augmented reality (AR) technology. A Research and Development (RD) approach was employed, consisting of a needs assessment, prototype creation, expert validation, and iterative revisions. Ten expert validators—comprising specialists in special education, psychology, language, media, ICT, and inclusive education—assessed the SEAKAR prototype. Feedback from the validation process was positive, indicating the product’s relevance, functionality, and potential effectiveness in supporting the social-emotional and academic needs of students with LD. The development of SEAKAR represents a promising step toward innovative, inclusive educational tools that integrate social-emotional learning with technology. Its alignment with the CASEL framework and use of AR enhances its potential to engage and support students with LD. Further implementation and testing in real classroom settings are recommended to evaluate its practical impact.
Dampak Pelatihan Program CREADIS dalam Meningkatkan Pemahaman Disabilitas dalam Berwirausaha Fadjri Kirana Anggarani; Dian Atnantomi Wiliyanto; Joko Yuwono; Mahardika Supratiwi; Selvi Sumardin; Vitri Widyaningsih; Nazmin binti Abdullah
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 2 (2026)
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v7i2.849

Abstract

Berwirausaha adalah satu upaya untuk meningkatkan perekonomian bagi disabilitas. Tujuan pelatihan CREADIS adalah untuk memberikan pelatihan komunitas disabilitas binaan dalam mengembangkan usahanya, mendapatkan omzet, dan mendapatkan pasar yang lebih luas. Kegiatan pelatihan CREADIS ini menggunakan metode kuantitatif untuk melihat dampak pelatihan terhadap pemahaman disabilitas binaan dalam memahami pengelolaan bisnis atau wirausaha bidang makanan sehat. Program pelatihan CREADIS dilaksanakan dalam tiga tahapan utama, yaitu persiapan, pelaksanaan, dan evaluasi, dengan melibatkan 10 disabilitas binaan. Hasil analisis secara statistik uji t-test dengan menggunakan Wilcoxon menunjukkan bahwa setiap pelatihan yang diikuti oleh binaan disabilitas memiliki signifikansi p < 0.05. Hal ini menunjukkan bahwa ada pengaruh pelatihan terhadap peningkatan pemahaman tentang materi bisnis atau wirausaha peserta pelatihan. Pelatihan sudah diberikan fasilitas Juru Bahasa Isyarat (JBI) untuk memberikan pelatihan yang inklusif bagi peserta disabilitas binaan dalam mengakses materi yang disampaikan narasumber. Hal ini menjadi bahan evaluasi bagi pelatihan kewirausahaan yang dilaksanakan bagi disabilitas, karena pelatihan yang inklusif penting untuk memberikan akses lebih mudah bagi interaksi narasumber dan peserta pelatihan. Rekomendasi pelatihan kewirausahaan bagi disabilitas di rumah sakit maupun instansi lain adalah perlu diberikan satu kegiatan lagi untuk presentasi pemasaran produk kepada masyarakat atau pengusaha makanan yang sudah memiliki merek.
Relationship Between Parent-Child Sexuality Communication With Autistic Adolescents’ Sexual Behavior In Surakarta Rizqi Misbakhus Suroya; Sugini Sugini; Mahardika Supratiwi
Journal of Disability Vol 3, No 2 (2023): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v3i2.86878

Abstract

This study aims to: a) assess teachers' understanding of assistive technology, and b) explore the benefits of assistive technology in the education of children with special needs in inclusive schools. The research was conducted in an inclusive elementary school located in Boyolali, involving both teachers and children with special needs in inclusive education. Data collection methods included closed and open-ended questionnaires and interviews with teachers in inclusive schools. Data analysis employed both quantitative and qualitative descriptive techniques. The research findings indicate that a) 33% of teachers do not yet comprehend the use of assistive technology in education, and b) 48% of teachers require assistance in utilizing assistive technology for the education of children with special needs in inclusive schools. It is expected that the results of this research will serve as a reference for all stakeholders to pay more attention to the importance of utilizing assistive technology in the education of children with special needs in inclusive schools.
THE ROLE OF PEERS IN SUPPORTING THE LEARNING OF STUDENTS WITH VISION DISABILITIES IN INCLUSIVE CLASSROOMS IN HIGHER EDUCATION Hyacintha Rafasyandana Athaya; Mahardika Supratiwi
Journal of Disability Vol 5, No 2 (2025): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v5i2.106073

Abstract

Blind students in inclusive college classes face various challenges, especially in accessing visual materials and actively participating in the learning process. Based on these problems, this study aims to examine the role of peers in supporting the learning of students with visual impairments in higher education environments. This study uses a qualitative, phenomenological approach to explore the subjective experiences of non-disabled students who accompany blind students. The subject of the study was a student of the Special Education Study Program who actively helped his blind friend in academic and social activities in an inclusive class. Data were collected through in-depth interviews and observations, then analyzed using the Miles and Huberman interactive analysis model. The results showed that peers provided support that included academic aspects (such as explaining visual materials and providing digital notes), emotional (increasing self-confidence), social (being a discussion partner), and technical (campus navigation). The conclusion of this study shows that the role of peers contributes significantly to creating an inclusive learning environment, supporting academic success, and strengthening social relations of blind students in higher education.
THE RELATIONSHIP BETWEEN PEER SOCIAL SUPPORT AND ADJUSTMENT AMONG STUDENTS WITH DISABILITIES AT SEBELAS MARET UNIVERSITY Ristia Dwi Susanti; Sugini Sugini; Mahardika Supratiwi
Journal of Disability Vol 4, No 2 (2024): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i2.97990

Abstract

This research aims to determine the existence of a relationship between peer social support and adaptation among students with disabilities at Sebelas Maret University. The subjects of this study were 30 students with disabilities at Sebelas Maret University. The sampling technique used total sampling. This study employed peer social support and adaptation scales for data collection. Data analysis utilized Pearson Product Moment correlation. The results showed a correlation coefficient of 0.587 with p = 0.001 (p < 0.05), indicating a positive and significant relationship between peer social support and adaptation among students with disabilities at Sebelas Maret University, Surakarta.
THE EFFECT OF PROMPTING ON IMPROVING SELF-CARE ABILITY IN GRADE IX MENTALLY DISABLED STUDENTS AT KARANGANYAR STATE SLB Christina Wahyu Putri; Tias Martika; Mahardika Supratiwi
Journal of Disability Vol 4, No 1 (2024): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i1.94824

Abstract

This study aims to determine the effect of prompting on the improvement of self-care abilities in ninth-grade students with intellectual disabilities at SLB Negeri Karanganyar. This research is an experimental quantitative study with a Single Subject Research (SSR) design using A-B-A. The subject of this research is a ninth-grade student with intellectual disabilities. The sampling technique used is a nonprobability sampling technique, specifically purposive sampling. The data collection technique used was a performance test. The reliability test technique uses interrater reliability with a reliability of 0.999. The data analysis technique in this study uses descriptive statistics and visual graph analysis, which includes within-condition analysis and between-condition analysis. Based on the research results, at the baseline 1 stage (A1), the subjects' abilities were still in the low category with a mean score of 49.53. At the intervention stage (B), the subjects' abilities showed improvement, evidenced by a mean score of 73.60. At the baseline 2 stage (A2), the subjects' abilities continued to improve with a mean score of 98.14. The research results show that the provision of prompting has an impact on the improvement of self-care abilities in ninth-grade students with intellectual disabilities at SLB Negeri Karanganyar.
Co-Authors Arsy Anggrellanggi Arsy Anggrellanggi Asrowi Asrowi Christina Wahyu Putri Dewi Sri Rejeki Dian Atnantomi Wiliyanto Dian Atnantomi Wiliyanto, Dian Atnantomi Fadjri Kirana Anggarani Fadjri Kirana Anggarani Gunarhadi Gunarhadi Hermawan Hermawan Herry Widyastono Hyacintha Rafasyandana Athaya Joko Yuwono Mohd Hanafi Mohd Yasin Munawir Yusuf Nazmin binti Abdullah Redydian Adhitya Nugraha Ristia Dwi Susanti Rizqi Misbakhus Suroya Salim Choiri Selvi Sumardin Sugini Sugini Sunardi Sunardi Tias Martika Tias Martika Tias Martika Tri Murwaningsih Vitri Widyaningsih