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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Musamus Journal of Primary Education JPM (Jurnal Pendidikan Modern) Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya Journal of Creative Student Research Dewantara: Jurnal Pendidikan Sosial Humaniora Jurnal Insan Pendidikan dan Sosial Humaniora Jurnal Ilmiah Dan Karya Mahasiswa Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial Jurnal Yudistira Student Research Journal Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Jurnal Pendidikan Inklusi Citra Bakti Jurnal Pengabdian Pendidikan Khusus Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan Intellektika: Jurnal Ilmiah Mahasiswa Jurnal Media Akademik (JMA) Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa Harmoni Pendidikan: Jurnal Ilmu Pendidikan Pengertian: Jurnal Pendidikan Indonesia (PJPI) Jurnal Pendidikan Generasi Nusantara (JPGENUS) Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Jurnal Pendidikan dan Sosial Humaniora Journal of Special Education Lectura Jurnal Pendidikan Inklusi Citra Bakti Jurnal Riset Sosial Humaniora dan Pendidikan
Nova Estu Harsiwi
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KEMAMPUAN KOMUNIKASI ANAK AUTISME DALAM BERINTERAKSI SOSIAL DI LINGKUNGAN SEKOLAH LUAR BIASA PGRI KAMAL Fani Nur Anggita; Nova Estu Harsiwi
Jurnal Pendidikan Inklusi Citra Bakti Vol. 3 No. 1 (2025): Jurnal Pendidikan Inklusi Citra Bakti
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jpicb.v3i1.5681

Abstract

Komunikasi merupakan bagian penting bagi seseorang dalam menjalani kehidupan, termasuk anak berkebutuhan khusus. Tujuan penelitian ini untuk mengetahui kemampuan komunikasi anak autisme dalam berinteraksi sosial di lingkungan sekolah SLB PGRI Kamal yang mencakup faktor apa saja yang menghambat perkembangan kemampuan komunikasi siswa dan hambatan yang dialami oleh guru. Metode yang digunakan peneliti yaitu metode deskriptif kualitatif. Subjek penelitian yaitu siswa ABK autisme, khususnya pada siswa berinisial D. Teknik pengumpulan data yang digunakan yaitu wawancara dan observasi. Wawancara dilakukan dengan menggunakan instrumen wawancara terstruktur kepada guru pembimbing ABK autisme. Observasi dilakukan dengan menggunakan lembar observasi dengan jawaban ya atau tidak yang ditujukan kepada siswa ABK autisme untuk mengidentifikasi karakteristik siswa tersebut.  Hasil penelitian menunjukkan bahwa kemampuan komunikasi siswa autisme yang berinisial nama D tergolong tidak lancar dan sulit dimengerti. Siswa D hanya mampu mengucapkan maksimal dua kata dengan artikulasi yang tidak jelas. Guru masih kesulitan memahami apa yang dibutuhkan dan diinginkan oleh siswa tersebut, sehingga ketika tidak tersampaikan siswa akan memberontak. Hal ini disebabkan adanya keterbatasan fasilitas dan belum tersedianya terapi wicara di SLB tersebut, sehingga belum mampu meningkatkan kemampuan komunikasi siswa autisme secara maksimal.
Tantangan Guru dalam Memberikan Pendidikan Kecakapan Hidup bagi Siswa Down Syndrome SLB Samudra Terra Athena Alfiatul Hasanah; Nova Estu Harsiwi
RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 3 No. 4 (2025): Juli: RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan
Publisher : Asosiasi Ilmuwan Pendidikan, Sosial, dan Humaniora Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/risoma.v3i4.857

Abstract

Students with Down syndrome have developmental characteristics that differ from typical students. In such cases, the educational approach should not only focus on academic aspects but also on life skills education. In teaching life skills, teachers must adapt to each child's individual abilities. However, in practice, teachers often face various challenges. This study aims to describe the challenges faced by teachers at Terra Athena Special Needs School (SLB) in providing life skills education for students with Down syndrome, as well as the strategies used to overcome these challenges. This research uses a qualitative case study approach with data collection techniques including interviews, observations, and documentation. Data analysis was conducted using triangulation techniques to enhance data validity. The results show that teachers face several challenges such as the wide range of student abilities, students' tendencies to be absorbed in their own world, limited facilities, and the need for more time to carry out each activity. The strategies implemented include positive reinforcement and individualized approaches, the use of visual media and concrete tools, collaboration with therapists and parents, and a boarding program for students.
ANALISIS STRATEGI PENDAMPINGAN GURU TERHADAP ANAK SLOW LEARNERS KELAS 2 SDN MORKEPEK Alifia Filza Nabila; Serafim Kristianingsih; Jennie Salsabila Arfiyanti; Indi Helmia; Nova Estu Harsiwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49335

Abstract

This study aims to describe mentoring strategies in the learning process of students at SD Negeri Morkepek, particularly for those who experience slow learning. The mentoring strategies implemented include providing additional exercises, using learning methods tailored to students’ needs, involving peer support, and providing continuous motivation. The results of the study indicate that these strategies have a positive impact not only on improving academic abilities but also on the emotional and social development of students. The observed impacts include increased self-confidence, improved learning focus, the development of the ability to understand learning materials, increased participation in learning activities, and the maintenance of good social interactions among students. Therefore, appropriate mentoring strategies can help students optimize their potential and create a more comfortable and inclusive learning environment.
STRATEGI PENANGANAN ANAK TUNANETRA DAN TUNARUNGU MELALUI PENDEKATAN PERSONAL DAN PENATAAN LINGKUNGAN BELAJAR Dina, Malidina Firah; Nova Estu Harsiwi
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 3 No 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/af53h271

Abstract

Pendidikan inklusif merupakan hak fundamental bagi setiap anak, termasuk anak berkebutuhan khusus seperti tunanetra dan tunarungu. Namun, implementasi pendidikan inklusif di Indonesia masih menghadapi tantangan besar, terutama dalam hal strategi penanganan yang efektif. Penelitian ini bertujuan untuk menganalisis strategi penanganan anak tunanetra dan tunarungu melalui pendekatan personal dan penataan lingkungan belajar yang adaptif di sekolah inklusi. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara mendalam dan observasi partisipatif terhadap siswa berkebutuhan khusus, guru kelas, dan kepala sekolah di SDN Socah IV, Bangkalan. Hasil penelitian menunjukkan bahwa pendekatan personal sangat penting dalam mengidentifikasi kebutuhan individu siswa melalui observasi perilaku dan interaksi langsung, mengingat belum adanya sistem identifikasi formal di sekolah. Guru melakukan modifikasi pembelajaran berbasis minat dan media multisensori, seperti penggunaan media visual, gerak, dan praktik langsung, untuk meningkatkan pemahaman siswa. Penataan lingkungan belajar yang ramah aksesibilitas, seperti tata letak kelas, pencahayaan, dan penggunaan alat bantu, juga berperan penting dalam mendukung proses belajar anak tunanetra dan tunarungu. Kolaborasi antara guru, keluarga, dan lingkungan sekolah diperlukan untuk menciptakan suasana belajar yang inklusif. Penelitian ini memberikan kontribusi dalam pengembangan praktik pendidikan inklusif yang lebih efektif dan berkelanjutan di Indonesia.  
ANALISIS KESULITAN MEMBACA SISWA SLOW LEARNER KELAS V SDN TANJUNG JATI 1 Raden Malik Sultony Auliya Bustom; Diah Ayu Hafidah Nur Halisah Nurul Jihat; Nita Maulita; Dewi Anggi Miswari; Mufida Sasi Devi; Nova Estu Harsiwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49237

Abstract

This study aims to describe the reading difficulties experienced by slow learner students in Grade V at SDN Tanjung Jati 1 and to identify the factors influencing these difficulties. The research employed a descriptive qualitative approach involving slow learner students, the Grade V teacher, and other parties engaged in the learning process as research subjects. Data were collected through observations, interviews, and documentation. The collected data were analyzed using the interactive analysis model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. To ensure the validity of the data, triangulation techniques were applied, including source triangulation, technique triangulation, and time triangulation, so that the findings accurately reflected the real conditions in the field. The results revealed that slow learner students still encounter significant challenges in reading skills, including basic reading, reading comprehension, and reading speed. Students faced difficulties in recognizing letters, reading syllables, reading simple words, and understanding the content of texts. In addition, students showed a lack of confidence when asked to read in front of the class and required repeated assistance during learning activities. Several factors contributing to these reading difficulties include below-average cognitive abilities, low levels of concentration and learning motivation, limited peer support, and minimal parental assistance at home. The teacher has made various efforts to support students, such as providing individualized instruction, utilizing concrete learning media, repeating learning materials, and connecting lessons to students’ daily life contexts. Therefore, strong collaboration between teachers, schools, and parents is essential to support the optimal and sustainable development of reading skills for slow learner students.
GAMBARAN PELAKSANAAN PENDIDIKAN INKLUSIF BAGI ANAK BERKEBUTUHAN KHUSUS KELAS I DI SDN KAMAL 1 BANGKALAN Mafaza, Muttaqina; Nabila Putri Syara Gozali; Serli Istikomah; Sandrina Dwi Pramitha; Ahkmad Fahmi; Nova Estu Harsiwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50466

Abstract

Penelitian ini difokuskan untuk menggambarkan bagaimana pendidikan inklusif diterapkan kepada anak berkebutuhan khusus di tingkat sekolah dasar. Dasar utama penelitian ini ialah pentingnya menghadirkan sistem pendidikan yang setara dan tanpa diskriminasi bagi seluruh peserta didik, termasuk ABK. Akan tetapi, praktik pendidikan inklusif masih menemui berbagai tantangan, mulai dari kemampuan guru yang belum optimal, keterbatasan tenaga pendukung profesional, hingga fasilitas sekolah yang belum sepenuhnya menunjang kebutuhan siswa. Penelitian menggunakan pendekatan kualitatif dengan tipe deskriptif. Guru dan kepala sekolah dipilih sebagai informan utama karena berperan langsung dalam pelaksanaan pendidikan inklusif. Pengumpulan data dilakukan melalui observasi lapangan, wawancara mendalam, dan studi dokumentasi. Teknik analisis data mengacu pada model Miles dan Huberman melalui tahapan penyederhanaan data, penyajian informasi, dan penarikan hasil akhir. Temuan penelitian memperlihatkan bahwa sekolah telah membuka akses pendidikan bagi ABK secara adil, menyediakan guru pendamping, menerapkan pembelajaran yang fleksibel, serta menyesuaikan sistem penilaian dengan kemampuan siswa. Guru juga mengubah metode pengajaran sesuai kebutuhan dan karakter tiap anak. Meskipun begitu, keterbatasan tenaga ahli serta minimnya kerja sama lintas pihak masih menjadi hambatan utama. Secara keseluruhan, implementasi pendidikan inklusif telah berlangsung cukup efektif, walaupun dukungan yang lebih luas tetap dibutuhkan demi optimalisasi layanan pendidikan bagi siswa berkebutuhan khusus.
STRATEGI GURU DALAM MENGELOLA KELAS TUNARUNGU DI SLB AYODYA TULADA SURABAYA Sholehah, Putri Faridatus; Ricca Aulia Rahma; Mafrichatuz Zuhroh; Sayyidati Beta Masbaha Azzahroh; Amalia Nur Vikraini; Nova Estu Harsiwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50820

Abstract

This study aims to describe teachers’ strategies in managing deaf student classrooms at SLB Ayodya Tuladha Surabaya and the adaptation process of strategies applied during learning activities. This research employed a descriptive qualitative approach involving deaf classroom teachers and the principal as research subjects. Data were collected through non-participant observation, semi-structured interviews, and documentation. The results showed that classroom management for deaf students was conducted adaptively and dynamically through the use of sign language, visual media, material repetition, individual approaches, and seating arrangements. Teachers continuously adjusted learning strategies based on students’ nonverbal responses, level of understanding, and participation during the learning process. The main obstacles found were differences in communication abilities and students’ comprehension levels within one classroom, as well as limited learning time. However, these challenges could be addressed through teachers’ flexibility in adjusting learning pace, media, and communication techniques. This study confirms that the effectiveness of learning for deaf students is strongly influenced by teachers’ ability to adapt strategies in real-time and contextually during classroom instruction.
PEMBELAJARAN AKSESIBEL DI SEKOLAH INKLUSIF DAN SLB: STUDI STRATEGI BAGI TUNANETRA RINGAN DAN SLOW LEARNER Isham Husain; Zainal Fahmi; Amalia Risqa Fadya; Muhammad Syahrul Alim; Nova Estu Harsiwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.57165

Abstract

This study aims to describe and analyze accessible learning strategies for students with mild visual impairments and slow learners in inclusive schools and special schools (SLB). The research was conducted at SDN Pejagan 9 as an inclusive school and SLB Keleyan in Bangkalan City using a qualitative case study approach. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The results show that both schools implement adaptive learning through material repetition, task simplification, and individual assistance, but differ in service intensity and facility support. In inclusive schools, adjustments are made flexibly with limitations in media and teacher time, yet they excel in students' social interaction with regular peers. Meanwhile, SLB provides more structured and intensive services through multisensory approaches and more adequate facilities, although social interaction is more limited. These findings indicate that inclusive schools and SLB have complementary roles in the education system. Inclusive schools are better at building self-confidence and socialization, while SLB excels in providing comprehensive and specific learning services. Therefore, synergy between the two institutions is needed through improved facilities, teacher training, and collaborative policies to optimize accessible learning for students with special needs.
PELAKSANAAN PEMBELAJARAN PADA ANAK TUNAGRAHITA DI KELAS III SLB KELEYAN BANGKALAN Siti Maisaroh; Arvita Indah Wulandari; Arina Hevy Alifiyah; Qurrotul aini; Nova Estu Harsiwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.57452

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran pada anak tunagrahita di kelas III Sekolah Luar Biasa (SLB) Keleyan Bangkalan. Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi. Narasumber terdiri dari kepala sekolah dan guru kelas III yang membimbing tiga siswa tunagrahita dengan tingkatan ringan, sedang, dan berat. Hasil penelitian menunjukkan bahwa: (1) identifikasi dan asesmen dilakukan secara individual sesuai kemampuan masingmasing siswa; (2) pelaksanaan pembelajaran menggunakan modul yang berpatok pada siswa dengan tunagrahita ringan namun disesuaikan melalui penyusutan materi bagi siswa dengan tunagrahita sedang dan berat; (3) layanan khusus diberikan dalam bentuk bimbingan individual, media cetak berwarna, serta program keterampilan hidup; (4) kolaborasi antara guru dan orang tua dilakukan melalui dokumentasi video pembelajaran yang dibagikan melalui WhatsApp Story; (5) sistem penilaian difleksibelkan dari kurikulum pemerintah mengingat kondisi kemampuan siswa yang beragam. Hambatan utama dalam pembelajaran adalah pengaruh mood siswa dan keterbatasan waktu belajar yang hanya 3-4 jam per hari. Kesimpulan penelitian ini menegaskan pentingnya pendekatan individual, peran aktif orang tua, serta kompetensi guru berlatar belakang Pendidikan Luar Biasa (PLB) dalam mendukung perkembangan optimal anak tunagrahita.
Co-Authors Adhelia Nofieanti Pratiwi Ahkmad Fahmi Aini Zahrok Ainun Nikmah Aisyiyah Siti Rodiyah Aldila Adzani Pertiwi Alfiatul Hasanah Alifia Filza Nabila Amalia Nur Vikraini Amalia Risqa Fadya Amelia Putri, Arnetta Ananda Putra, Fahrizal Annisa Hariyati Arifatul Ilmi Arina Hevy Alifiyah Arvita Indah Wulandari BAGUS RAHMAD WIJAYA Depi Ratnasari Dewi Anggi Miswari Dewi Lafayza Khaleda Zia Diah Ayu Hafidah Nur Halisah Nurul Jihat Dina, Malidina Firah Dini Maesaroh Djayanti Sari Eka Trisna Wahani Emilda Shofiyah Avisenna Erni Erdita Fani Nur Anggita Farhan Faris Fansuri Dwi Santoso Febri Dwiyanto Gilang Achmad Marzuki Icha Berliana Putri Maharani Ifa Haryemi Indah Setyowardhani INDAH WULANDARI Indi Helmia Iqbal Sauqi Irma Wahyu Ningrum Isham Husain Jennie Salsabila Arfiyanti Julia Ayu Puspita Lia Hadini Mafaza, Muttaqina Mafrichatuz Zuhroh Mamluatur Rohmah Moh Vikram Dwi Putra Moh. Sulaiman Romadhon Mufida Sasi Devi Muhammad Syahrul Alim Nabila Putri Syara Gozali Ninik Zahrotur Rohmaniyah Nita Maulita Nurhandayany Oky Ayu Stevani Olivia Putri Nihayatut Thoyibah Qurrotul Aini Raden Malik Sultony Auliya Bustom Ramadhan, Muhamad Zakhi Rani Nur’aini Raslima Simorangkir Raudatul Mangfiroh Ricca Aulia Rahma Ridha Rahmah Rizka Lailatul Qodaria Rizqiyatul Fajariyah Haris Ryn, Amira Sahrul Nizam Sandrina Dwi Pramitha Sayyidati Beta Masbaha Azzahroh Serafim Kristianingsih Serli Istikomah Setia Hasanah Zuhdi Shilfi Rohmatika Sholehah, Putri Faridatus Siti Maisaroh Siti Maisaroh Sri Wahyuning Tiyas Sukamto, Ika Sumiyarsi Sukesih Siallagan Surfilda Dwi Atika Syailil Aliyah Syarifa Aini Umik Hanik Vanny Wulandari Yulita Wulandari Yunarni Yunarni Zainal Fahmi