Article Per Year (5 Year)
p-Index From 2021 - 2026
0.882
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Disability Grab Kids: Journal of Special Education Need
Khofidotur Rofiah
Universitas Negeri Surabaya
Humanities Education Public Health Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
EFEKTIVITAS ECOPRINT SEBAGAI ECO-ART THERAPY UNTUK MENINGKATKAN KESEJAHTERAAN PSIKOLOGI GURU SEKOLAH LUAR BIASA Uswatun Khasanah; Khofidotur Rofiah; Isrumila Isrumila; Ninik Hudahawanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.33533

Abstract

This study aims to evaluate the application of the Ecoprint method as part of Eco-Art Therapy in improving the psychological well-being of teachers in special schools. This research method combines a qualitative approach through interviews with a quantitative method through a quasi-experimental method. The sample was purposively selected, consisting of 30 teachers. The instruments used include the Maslach Burnout Inventory (MBI) and the Perceived Stress Scale (PSS).The results showed the highest score of Ecoprint 97, the lowest score 72 and the average 87. The level of effectiveness of the intervention reached 68.4, classified as moderately effective. This finding proves that Ecoprint as Eco-Art Therapy has a significant effect on improving the psychological well-being of special school teachers
INDONESIAN TEACHERS KNOWLEDGE AND EXPERIENCE TEACHING STUDENTS WITH DYSLEXIA Khofidotur Rofiah; Blerta Krasniqi; Ima Kurrotun Ainin
Journal of Disability Vol 6, No 1 (2026): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v6i1.118452

Abstract

The study aimed to examine how Indonesian teachers’ knowledge of dyslexia and the experiences teaching students with dyslexia in the Indonesian context. 137 teachers working with students with dyslexia in regular schools participated in this study. Mixed-methods research designs combining closed and open-ended research questionnaires were employed. Data was analyzed using statistical descriptive, differences, and correlation analysis for closed-ended questions and thematic analysis was used for open-ended questions. The results revealed that the average scores of teachers’ knowledge on dyslexia was 32.99 from 50.00. The difference analysis showed that teaching experiences and ages had significant differences on teachers' knowledge of dyslexia. The correlation analysis showed that teachers’ misconceptions about dyslexia were significantly interrelated, particularly the belief that dyslexia is associated with memory deficits and below-average intelligence, which was positively correlated, while more accurate understandings of dyslexia as a language processing difficulty were negatively associated with these misconceptions. Thematic analysis to describe teachers' experiences including students with dyslexia in their classroom revealed two main themes (misunderstanding dyslexia and teaching dyslexia) and six sub themes (1) illiterate children, (2) teachers’ concerns, (3) good teachers, (4) fun methods, (5) collaboration, and (6) environment. The study suggested the importance of providing proper information, teachers’ training and seminars on understanding dyslexia as well as knowledge and practices teaching students with learning difficulties, especially students with dyslexia.
Beyond Access to Nature: Nature-Based Learning, Meaningful Participation, and Outcomes for Children with Disabilities Asri Wijiastuti; Khofidotur Rofiah; Ima Kurrotun Ainin; Sujarwanto; Ni made Marlin Minarsih; Lovany Marchelia Shafirarossa
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 2 (2026): Advancing Inclusive Practices for Children with Disabilities Across Home, Schoo
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i2.43954

Abstract

Nature-based learning offers opportunities to support the participation, development, and learning of children with disabilities; however, evidence regarding its forms, enabling conditions, and outcomes remains fragmented. This systematic literature review examined what existing literature reveals about nature-based learning experiences, participation, and developmental and educational outcomes for children with disabilities. Following the PRISMA framework, 15 studies were identified and synthesized from the selected literature. The studies represented diverse approaches, including Forest School, sensory gardens, horticultural activities, outdoor adventure, wild-nature experiences, and other forms of nature-based and outdoor learning. The synthesis generated three interconnected themes: diverse nature-based learning opportunities; accessibility and support as conditions for meaningful participation; and multidimensional developmental and educational outcomes. Across the studies, nature-based experiences provided opportunities for experiential and sensory learning, exploration, movement, autonomy, and social interaction, with reported outcomes spanning social participation, emotional well-being, sensory engagement, physical development, and learning. Importantly, the findings indicate that exposure to nature alone does not ensure positive outcomes. Rather, nature provides opportunities; accessibility and support enable meaningful participation; and meaningful participation creates pathways toward developmental and educational outcomes. The evidence remains predominantly focused on autistic children, highlighting the need for research involving a broader range of disabilities. These findings underscore the importance of designing accessible, supportive, and inclusive nature-based learning experiences that enable meaningful participation for diverse learners.
The Effectiveness of the Academic Program “A-I-U-E-O Vocal Adventure” as an Innovation in Oral Language Learning on the Vocal Production Skills of Students with Hearing Impairments at SLB PGRI KAMAL Yasmin Firdausi; Watini; Khofidotur Rofiah
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 1 (2026): Innovations, Interventions, and Perspectives in Special Needs Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i1.50361

Abstract

Oral language development, particularly vowel production, is a fundamental component of early communication and poses challenges for students with hearing impairments due to limited auditory input. Students with mild hearing impairment retain residual hearing that can be optimized through structured and multisensory instructional approaches. This study aimed to examine the effectiveness of the Academic Program of Vocal Sound Adventure A–I–U–E–O in improving vowel production skills in a student with mild hearing impairment at SLB PGRI Kamal. A Single Subject Research (SSR) method with an A–B design was employed, consisting of a baseline phase and an intervention phase. The participant was a second-grade student with mild hearing impairment and typical cognitive functioning. Data were collected through structured vowel production assessments and systematic observations of learning behaviors, focusing on sound perception, articulation, vocal clarity, and learning engagement. The findings demonstrated a clear improvement in vowel production abilities following the intervention, indicated by a stable baseline, a marked level change, and a consistent upward trend during the intervention phase. These results suggest that multisensory oral language instruction through the Vocal Sound Adventure A–I–U–E–O program is effective in supporting vowel production development in students with mild hearing impairment, despite limitations related to the single-subject design.
The Sound Detection for Hearing Impairment Education: A Qualitative Case Study on Auditory and Non-Verbal Communication in Deaf Children Putri Kuswo Hana; Suci Rismawati; Wagino; Khofidotur Rofiah
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 1 (2026): Innovations, Interventions, and Perspectives in Special Needs Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i1.50507

Abstract

This research investigates how auditory and non-verbal communication methods affect the language development of a 9-year-old child with severe bilateral hearing loss. Adopting a qualitative, descriptive approach, the study focuses on the influence of techniques such as sound differentiation, articulation training, and non-verbal communication, including sign language, in enhancing the child’s linguistic abilities. The participant in this study, NNR, is enrolled in a Special Education Elementary School (SDLB) in Sidoarjo, East Java. Data was gathered through interviews with NNR's teacher and mother, as well as medical records and observation forms. The findings highlight that non-verbal communication methods, particularly sign language and visual aids, are vital for enabling hearing-impaired children to develop language skills. These techniques help bridge the gap caused by limited auditory input, allowing children to develop both expressive and receptive communication abilities. Additionally, the research emphasizes the essential role of parental involvement in reinforcing these skills outside the classroom. The collaboration between the teacher and parents helped establish a consistent learning environment, where NNR was able to apply classroom lessons to real-life situations. Despite these positive outcomes, the study also identifies several challenges in implementing the intervention. The diverse degrees of hearing loss and speech abilities among children require tailored approaches, as standardized methods are often insufficient. Inconsistent home practice, due to time limitations and the parents’ understanding of the necessary techniques, further complicated the intervention's effectiveness. Moreover, some children need supplementary medical and therapeutic support, such as speech therapy and hearing treatments, which are not always readily accessible. The research concludes that a comprehensive and individualized approach, incorporating educational methods, family involvement, and medical intervention, is critical to successfully supporting the language development of hearing-impaired children. This study emphasizes the need for a holistic strategy to address the unique needs of these children.
Co-Authors Asri Wijiastuti Blerta Krasniqi Ima Kurrotun Ainin Isrumila Isrumila Lovany Marchelia Shafirarossa Ni Made Marlin Minarsih Ninik Hudahawanti Putri Kuswo Hana Suci Rismawati Sujarwanto Uswatun Khasanah Wagino Watini Yasmin Firdausi