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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Sosiologi Reflektif Journal of Education and Learning (EduLearn) Nadwa : Jurnal Pendidikan Islam Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Pendidikan dan Pemberdayaan Masyarakat JPS Unimus Jurnal Pendidikan Agama Islam IJIET (International Journal of Indonesian Education and Teaching) Jurnal Pendidikan (Teori dan Praktik) Inklusi Journal of Disability Studies Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pemberdayaan Masyarakat: Media Pemikiran dan Dakwah Pembangunan JURNAL TARBIYAH Lectura : Jurnal Pendidikan JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Paedagogy PAKAR Pendidikan Journal of Educational Chemistry (JEC) Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Journal of Innovation in Educational and Cultural Research Randwick International of Education and Linguistics Al-Bidayah: Jurnal Pendidikan Dasar Islam Hydrogen: Jurnal Kependidikan Kimia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of Tropical Chemistry Research and Education ACADEMIA: Jurnal Inovasi Riset Akademik INSECTA: Integrative Science Education and Teaching Activity Journal Journal of Integrated Elementary Education Elementar : Jurnal Pendidikan Dasar NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Kaunia: Integration and Interconnection of Islam and Science Journal Akademika : Jurnal Pemikiran Islam JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Ilmiah Ilmu Terapan Universitas Jambi UNESA Journal of Chemical Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan MIPA SPEKTRA: Jurnal Kajian Pendidikan Sains
Jamil Suprihatiningrum
State Islamic University Sunan Kalijaga Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Studi Komparasi Modul Kimia Berbasis Media Screen Reader Jaws dan Braille Terhadap Prestasi, Motivasi, dan Kemandirian Belajar Peserta Didik Difabel Netra Jamil Suprihatiningrum; Sholihah Nur Fitriyani
INKLUSI Vol. 1 No. 2 (2014)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (494.447 KB) | DOI: 10.14421/ijds.010205

Abstract

This study aimed to compare the achievement, motivation, and independent learning of blind students who use screen reader JAWS and braille module.This research was conducted at MAN Maguwoharjo Yogyakarta involving 5 blind students in the chemistry subject of academic year 2013/2014. One student is as an instrument validation test subject, two students as subjects in the experimental class and two students as subjects in the control class. The instruments used in this study are the observation sheet,multiple choice test, questionnaire responses, motivation scale, and independent learning scale. Data of student achievement, motivation and independence scale were analyzed using nonparametric statistical test of independent samples. The result shows that no significant difference between the achievement, motivation, and independence of blind students who use screen reader JAWS module and braille module.
PRODADISA “Program Pemberdayaan Difabel Daksa” menuju Percontohan BKD (Balai Kerja Difabel) untuk Meningkatkan Kemandirian dan Life Skill Difabel Siti Aminah; Jamil Suprihatiningrum; Astri Hanjarwati
INKLUSI Vol. 2 No. 2 (2015)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (562.1 KB) | DOI: 10.14421/ijds.2209

Abstract

Jumlah difabel daksa di kabupaten Bantul termasuk dalam kategori tinggi dibandingkan daerah lain, terutama pascagempa tahun 2006. Meskipun pemerintah telah memperhatikan keberlanjutan hidup yang layak bagi difabel, namun sampai saat ini, program pemberdayaan yang dilakukan pemerintah belum memberikan dampak yang signifikan bagi kemandirian dan life skills bagi para difabel daksa. Salah satu lembaga difabel yang berperan dalam program pemberdayaan ini adalah Paguyuban Bangkit Bersama (PBB). Forum ini merupakan wadah dari perwakilan DPO seluruh (17) kecamatan di Kabupaten Bantul. FPDB sudah memiliki berbagai macam kegiatan pemberdayaan, diantaranya pembuatan dan reparasi sepatu roda, kerajinan anyaman bambu, dan pembuatan meja kursi untuk cafe. Sayangnya, FPDB belum memiliki manajemen SDM yang bagus dan tertata rapi, di samping hasil produk dari program pemberdayaan yang sebenarnya sudah layak jual, namun proses pemasaran yang kurang dapat menarik pasar. Oleh karenaitu, melalui Kegiatan Pengabdian kepada Masyarakat ini akan diusulkan PRODADISA (Program Pemberdayaan Difabel Daksa) yang meliputi kegiatan assessment, kelanjutan program yang diselenggarakan PBB, dan evaluasi program pemberdayaan difabel yang selama ini telah dilakukan oleh PBB bersama pemda kabupaten Bantul. Tujuan PRODADISA adalah untuk: meningkatkan kemampuan difabel daksa anggota PBB dalam hal manajemen SDM; membentuk masyarakat difabel yang mandiri dalam berwirausaha; memberikan pelatihan teknologi informasi kepada anggota FPDB dalam mendukung usahanya; memberikan pelatihan menjahit dan pengembangan produk jahit yang marketable. Tujuan akhir dari kegiatan ini adalah FPDB menjadi percontohan Balai Kerja Difabel (BKD), sehingga sustainability kegiatan dapat terus terjaga.
Persepsi Siswa Difabel terhadap Praktik Pendidikan Inklusif di SMA Inklusi di Yogyakarta Jamil Suprihatiningrum
INKLUSI Vol. 3 No. 2 (2016)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (357.852 KB) | DOI: 10.14421/ijds.030204

Abstract

The rationale behind this study is how students with disabilities’ perception towards the inclusive education and inclusive teaching practices. As a qualitative single case study, two participants (student with hearing loss and visual impairment) were involved to give their depth explanation about inclusive practices in one secondary inclusive school in Yogyakarta. These participants were recruited by purposive technique sampling. Data were gathered by open-ended interview, documents’ analysis, and direct observation for building and learning media. Data then were analyzed using content-analysis technique. The results show students with disabilities have a positive perception towards the inclusive practices in their school. They claimed, this practice would be valuable if: the school provides learning materials in different modalities and teachers offers multiple ways in teaching. Furthermore, system support and shaping the inclusive culture is necessary to realize the inclusive education and teaching practices.[Penelitian ini mencoba untuk mengungkap persepsi siswa difabel mengenai praktik pendidikan dan pembelajaran inklusif di salah satu SMA Inklusi di Yogyakarta. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan mengambil satu studi kasus yang melibatkan dua orang siswa difabel (Tuli dan tuna netra) sebagai responden melalui teknik purposive sampling. Data diungkap dengan wawancara semi terbuka, analisis dokumen dan observasi terhadap bangunan fisik dan media pembelajaran. Data kemudian dianalisis menggunakan teknik content-analysis. Hasil penelitian menunjukkan siswa memiliki persepsi yang cukup baik terhadap pelaksanaan pendidikan dan pembelajaran inklusif. Menurut siswa, praktik pembelajaran inklusif akan lebih bermakna jika aksesibilitas terhadap materi-materi pelajaran semakin dipermudah dengan menyediakan berbagai macam sumber belajar yang bervariasi, termasuk cara guru dalam menyampaikan pelajaran perlu menggunakan berbagai metode. Selain itu, dukungan sistem dan penciptaan budaya inklusif juga harus selalu dipupuk agar warga sekolah mampu mewujudkan praktik pendidikan dan pembelajaran inklusif yang seharusnya.]
Pengalaman Sekolah Penyelenggara Pendidikan Inklusif dalam Menyediakan Pembelajaran Sains Jamil Suprihatiningrum
INKLUSI Vol. 8 No. 2 (2021)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.080203

Abstract

This article focuses on the investigations towards challenges and obstacles faced by Schools Providing Inclusive Education (SPIE) in creating inclusive science learning for students with disabilities. Under the qualitative research lense, three SPIE (Sekolah Mutiara, Permata and Berlian) in the Special Province of Yogyakarta were involved and thirteen respondents (principals, science teachers, support teachers) were selected through purposive sampling technique. Data were collected by in-depth interviews and followed by a Focus Group Discussion (FGD) with six science teachers. Collected data were then analyzed through coding, categorization, and four themes were generated. The findings show that types of disabilities possessed by students are very diverse, so that teachers need more effort and time to manage class. Support for the teachers and science learning media were limited. Another finding shows that contradictions between policies on inclusive education resulted in the confusion of implementing inclusive education in school level. Artikel ini membahas tantangan dan hambatan yang ditemui oleh Sekolah Penyelenggara Pendidikan Inklusif (SPPI) dalam menyediakan pembelajaran sains untuk siswa difabel. Tiga SPPI di Daerah Istimewa Yogyakarta dicakup dalam penelitian ini, dengan tiga belas responden yang terdiri atas kepala sekolah, guru sains, guru pendamping kelas (GPK). Data dikumpulkan dengan wawancara mendalam dan Focus Group Discussion (FGD) bersama enam guru sains. Hasil analisis data menunjukkan di ketiga SPPI, variasi tipe dan jenis disabilitas yang dimiliki oleh siswa sangat beragam, sehingga guru membutuhkan tenaga dan waktu lebih banyak untuk mengelola pembelajaran. Daya dukung sekolah masih kurang dan perlu ditingkatkan terutama di area jumlah GPK dan media pembelajaran yang sesuai untuk siswa dengan jenis disabilitas tertentu. Sekolah Berlian menunjukkan iklim pembelajaran yang lebih inklusif dibanding yang lain. Ditemukan adanya kontradiksi antar-kebijakan pemerintah mengenai pendidikan inklusif, yang mengakibatkan pelaksana pendidikan inklusif di sekolah mengalami kebingungan.
Rethinking inclusive primary education: Managerial leadership, pedagogical strategies, and Islamic value-based practices in Indonesia Intan Andriani Hasanah; Jamil Suprihatiningrum
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.28517

Abstract

Inclusive education at the elementary level is essential to ensure equal learning opportunities for all children, including those with disabilities. This study explores and interprets the implementation of inclusive primary education in an Islamic elementary school through an in-depth qualitative case study. Using an interpretative qualitative design, data were collected through classroom observations, in-depth interviews with school leaders and teachers, and document analysis to capture institutional practices and lived experiences within the school context. The findings reveal three interconnected dimensions shaping inclusive practice. First, transformative managerial leadership institutionalizes inclusive policies and fosters a collaborative school culture. Second, adaptive pedagogical strategies, including differentiated instruction, flexible assessment, and peer collaboration, support diverse learner needs in everyday classroom practice. Third, Islamic moral-spiritual values, including justice (‘adl), compassion (rahmah), and communal responsibility, provide an ethical foundation that strengthens inclusive commitments and relational engagement among stakeholders. Rather than positioning inclusion solely as a technical pedagogical reform, this study demonstrates how value-based leadership and religious moral frameworks can reinforce inclusive educational transformation. The study proposes an integrative perspective on inclusive education by linking contemporary inclusive pedagogy with Islamic moral-spiritual values in a primary school context.
Co-Authors AA Sudharmawan, AA Agus Kamaludin Agustina Septiani Salsabila Aldous, Carol Amin, Lailla Aminah, Siti Andriati, Nunung Anggun Windi Astuti Anggun Windi Astuti Arfiani, Indria Astri Hanjarwati Astuti Wijayanti, Astuti Astuti, Emylia Indri Azzahroh, Syifa Bunga Syafiq Munira Carol Aldous Carolyn Palmer Chusna Maulida Dani Alamsyah Daril Ummahati Delimanugari, Daluti Dewanti, Pradhiana Kharisma Dewi Vitama Pusfitasari Eka Fanindra Sanusi Eko Suwanto Emylia Indri Astuti Farihah Zahratunnisa Farkhatul Ummi Farkhatul Ummi Firman Walidi Salam Fitriyani, Riyan Futry Ayu Lestari Gita Rahmawati Gunawan, Yosi Intan Pandini Halim, Abdul Khaidir Hariyanto, Septian Ariq Hidayah, Muhammad Aditya Husnul Fathonah Wiyandari Husnul Fathonah Wiyandari, Husnul Indria Arfiani Intan Andriani Hasanah Istikomah Yulfa Agustin Kamilah, Sofi Nihayatul Khafifah Aulia Wulayalin Khristina Antariningsih Latifah, Ulfa Nur Legendaria Raula Saputri Mafakhir, Ahmad Farros Mahmudah, Rizca Daimatul Maria Andieni Juniyanti Mawar Rahayuning Astuti Muhammad Najib Musyakkir, Musyakkir Na'imah, Na'imah Ningrum, Sutria Nunung Andriati Nurbaeti Nurbaeti Nurjanah, Stevani Nurlatifah Nurlatifah Nurma Setya Wardhani, Nurma Setya Nurul Ainulhaq Tiara Putra Palmer, Carolyn Pradhiana Kharisma D Putri, Nova Eliza Raudhatunnur, Raudhatunnur Retno Try Purnawati Retno Rita Sari Riyan Fitriyani Rizca Daimatul Mahmudah Ro'fah, Ro'fah Rofah Rofah Safira Afifah Sabrina Salam, Firman Walidi Salsabilla, Nulqia Saputri, Legendaria Raula Septian Nur Ika Trisnawati Sholihah Nur Fitriyani Sintha Sih Dewanti Siti Aminah Siti Sahra Siti Sarah Siti Sarah, Siti Sofia Yunus Putri Stevani Nurjanah Sulistyaningsih Sulistyaningsih Suyanta Suyanta Syifa Azzahroh Tri Jati Harmoko Vivin Ardiyanti Wulayalin, Khafifah Aulia Yosi Intan Pandini Gunawan Zahratunnisa, Farihah ‘Azmi, Madah Ikrimatul