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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPK (Jurnal Pendidikan Khusus) Jurnal Unik: Pendidikan Luar Biasa
Adi Suseno
Universitas Negeri Yogyakarta
Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Alternative teaching materials for distance learning for student with special needs Ishartiwi Ishartiwi; Rendy Roos Handoyo; Wening Prabawati; Adi Suseno
Jurnal Kependidikan Penelitian Inovasi Pembelajaran Vol 6, No 2 (2022)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v6i2.48290

Abstract

This research aimed at describing teachers' needs in developing distance learning material from the aspect of physical forms, teaching material delivery, and obstacles faced by teachers. Through a survey of 115 special education teachers in Yogyakarta, The data were obtained through an open questionnaire and analyzed using descriptive quantitative approach. The result shows that alternative teaching materials needed were in the form of printed, audio, and electronic modules. Modules contained daily life activities is aimed to increase the independence of the students. The scope that is needed is an understanding of the concept in the cognitive aspect. Teachers need modules that can be studied independently by students with special needs. The presentation of the material that is most needed is in the form of videos and animated images as aids to make it easier to understand the material. Module display is considered to have more varied and striking color combinations. The obstacles experienced by the teachers were due to the difficulty of identifying the various abilities of the students.
The individualized instruction application for personal-social skills of students with intellectual disabilities Ishartiwi Ishartiwi; Rendy Roos Handoyo; Wening Prabawati; Adi Suseno
Jurnal Cakrawala Pendidikan Vol 42, No 2 (2023): Cakrawala Pendidikan (June 2023)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v42i2.49240

Abstract

Individualized learning is an ideal form of intervention for students with intellectual disabilities due to the ability to accommodate the learning requirements of personal-social skills. Although there are contradictions in its implementation, special education teachers have tried to implement it. This survey research aims to identify teachers' experiences in carrying out individualized learning including aspects of forms, constraints, and impacts on students' personal-social skills. The data collection was retrieved through a questionnaire instrument fulfilled by 116 special education teachers in Yogyakarta, who were determined by purposive sampling and analyzed descriptively and quantitatively. The result shows that 88,2 % of teachers apply individualized instruction methods in the form of a classical learning design with functional academic material content. The main obstacle comes from teachers' perception regarding students' condition heterogeneity, which resulted in difficulties in designing the learning activity. The impact on personal-social skills for all aspects shows that 50%-80% of students are able to improve their skills through practice and repetition. In conclusion, individualized instruction applications varied according to teachers' perceptions. While constrained to accommodate each student's requirement, this learning method resulted in a positive impact on skill learning outcomes.
A Systemic Literature Review: Educational Programming Models For Gifted Students in Indonesia Adi Suseno; Rochmat Wahab
JPK (Jurnal Pendidikan Khusus) Vol 19, No 1 (2023): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v19i1.61914

Abstract

This study presents a systemic literature review that discusses the state of educational programming models for gifted students in Indonesia. The purpose of the study is to give a summary of the current educational programming approaches for gifted students at all academic levels and to depict students who are eligible for educational programming models. This study uses the guidelines of the systemic review process by Newman Gough which consists of several stages. The selected publications for literature study were based on inclusion and exclusion criteria in terms of document type, year of publication, language, and place of research. The results of this literature study provide an overview that (1) most teachers have the same understanding of gifted students who are defined as having a standardized IQ test score above 130, and some schools apply specific additional criteria for students who will receive gifted programs, and ( 2) the model of educational programming that is often used for gifted students is acceleration, either a full-year or grade-skipping acceleration.
Parent’s Perspectives: Collaborative Practice in Academic Services for Gifted Children Suseno, Adi; Taslim, Patricia Lestari; Wahab, Rochmat
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 9, No 2 (2024)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v9i2.27873

Abstract

Collaboration between teachers and parents in academic services for gifted children is important. The role of parents in collaboration is still often not optimized. This research aims to describe parents' perspectives on the practice of collaborative academic services for gifted children from the aspects of parental roles, forms of collaboration, and challenges in collaboration. This research used a survey involving 14 parents who were members of the Parents Support Group for Gifted Children (PSGCC) Yogyakarta community with the criteria of having gifted children and having experience collaborating with teachers or school officials. Data collection was carried out through a questionnaire that covered aspects of the role of parents, forms of collaboration carried out by parents, and challenges in implementation practice. Data were analyzed using a descriptive approach with percentage techniques. The research results show that parents play a significant role in meeting learning needs, assisting the learning process, and monitoring the development of gifted children. The most common form of communication is building communication forums intending to share information about the profile and condition of gifted children so that they get the right services. The challenge faced by parents is the limited understanding of teachers and qualified resources in the field of giftedness which has an impact on less than optimal academic services for gifted children. Therefore, collaboration from a parent's perspective can be a consideration in academic services for gifted children by increasing understanding of each other's roles, building communication forums, and mapping challenges that can be overcome collaboratively.
School Readiness for Developing Gifted Curriculum Model in Inclusive Schools Rochmat Wahab; Adi Suseno; Bayu Pamungkas; A'yunin Akrimni Darojat; Pradita Rizky Wirawan; Gena Diniarti; Mar'atu Husnia Alfi; Intan Tamara Sujana
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.v11i1.39091

Abstract

This study examines the readiness of inclusive schools in developing and implementing curriculum services for gifted students, as gifted learners are often underserved within inclusive education systems that primarily focus on students with disabilities. The study aimed to analyze school readiness, curriculum models, supporting factors, and constraints in implementing gifted education within inclusive schools in the Special Region of Yogyakarta, Indonesia. The research employed a quantitative descriptive approach with a survey, complemented by qualitative confirmation through focused discussions to deepen and validate the findings. The participants consisted of 39 respondents, including school principals, curriculum development team members, and special education teachers who were directly involved in curriculum planning and instructional implementation for gifted students. Data were collected using questionnaires and focused discussions, while data analysis employed descriptive statistical techniques, including frequencies and percentages, alongside descriptive qualitative analysis through data reduction, categorization, and cross-validation of findings. The results indicate that schools generally demonstrate positive readiness in supporting gifted education through supportive policies, qualified human resources, access to educational resources, and collaboration among stakeholders. Most respondents acknowledged the importance of specialized curricula for gifted students and reported that current curriculum practices are generally relevant to students’ needs and potential. Schools have also begun implementing differentiated learning, enrichment activities, and collaborative curriculum planning involving principals, teachers, parents, and professionals. However, the findings also reveal several important challenges, including limited teacher understanding of gifted curriculum models, lack of standardized operational guidelines, limited implementation of acceleration programs and individualized education programs, as well as inconsistencies in curriculum flexibility and evaluation practices. Focus discussions further revealed that curriculum implementation often depends on teacher initiative and informal differentiated practices rather than systematic institutional frameworks. Overall, the study highlights the need for stronger policy support, sustainable professional development, curriculum flexibility, and systematic evaluation to ensure effective and equitable educational services for gifted students within inclusive schools.
Teachers' Perception of Learning Strategies for Students with Special Needs Adi Suseno; Wening Prabawati; Pujaningsih Pujaningsih; Tria Widyastuti
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.v11i1.39084

Abstract

This study aims to describe teachers' perceptions of learning strategies for students with special needs in inclusive schools and to identify factors related to these perceptions, including educational background, teaching experience, and professional training experience. The study uses a descriptive design with a quantitative approach. The research subjects consisted of 33 teachers from inclusive schools in Yogyakarta City with diverse demographic characteristics. Data were collected using a five-point Likert scale questionnaire measuring understanding of student’s characteristics, the ability to adapt learning strategies, and the ability to integrate strategies with other learning components. The data were analyzed descriptively using percentages to illustrate teachers' response trends, supported by statistical software. The research results show that teachers with a background in Special Education have a higher level of understanding and ability to adapt teaching strategies compared to teachers from other educational backgrounds or non-education backgrounds. Teaching experience of more than five years tends to be associated with more positive perceptions of competence, although this pattern is not entirely linear. Professional training shows mixed results, with some trained teachers demonstrating critical reflection on their abilities. Factors that support the implementation of teaching strategies include understanding student diversity, student engagement, collaboration, teacher commitment, and communication. Conversely, inhibiting factors include low student motivation, limited pedagogical understanding, and lack of family support. Overall, teachers' readiness for inclusive pedagogy is most strongly related to formal preparation in special education, while experience and training contribute contextually to perceptions of competence in inclusive education practice.
Co-Authors A'yunin Akrimni Darojat Bayu Pamungkas Gena Diniarti Handoyo, Rendy Roos Intan Tamara Sujana Ishartiwi Ishartiwi Mar'atu Husnia Alfi Pradita Rizky Wirawan Pujaningsih Pujaningsih Rochmat Wahab Taslim, Patricia Lestari Tria Widyastuti Wening Prabawati