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All Journal Pedagogi: Jurnal Ilmu Pendidikan Jurnal Aplikasi IPTEK Indonesia Proceeding of International Conference on Special Education in South East Asia Region IGI in Education Insight IGI Active Living and Health Insight
Putri Lagenda Wulandari
Sekolah Tinggi Olahraga Dan Kesehatan Bina Guna, Indonesia.
Humanities Dentistry Education Health Professions Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Sighpost Assistant Prototype Design: A Wayfinding Application to Assist The Independence of The Visually Impaired in Mobility Through Understanding The Concept of Space Wulandari, Putri Lagenda; Nurjanah, Iza; Sasmita, Desri; Sakinah, Diffany Noriko; Nurhastuti, Nurhastuti; Marlina, Marlina; Martias , Martias
Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v3i1.588

Abstract

This research presents a study related to the creation and design of direction applications to help blind independence in mobility through understanding the concept of space. This research aims to help blind independence in carrying out daily activities by understanding the concept of space in their environment. This research uses a development method, namely the prototype development model. However, this research is limited only to the development of the Signpost Assistant application design. It is hoped that this research will be continued and will produce a finished product. Based on the results of data collection and prototype development carried out, it can be concluded that Signpost Assistant is an application that is quite easy to use and is needed by blind people.
Printer Penerjemahan Teks ke Audio-Braille Menggunakan Sistem Arduino Uno Untuk Tunanetra Wulandari, Putri Lagenda; Kurniawan, Dedi; Ihsan, Rahmatul; Safaruddin, Safaruddin; Damri, Damri
Jurnal Aplikasi IPTEK Indonesia Vol 5, No 3 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (352.963 KB) | DOI: 10.24036/4.35468

Abstract

Keterbatasan penglihatan pada tunanetra berdampak pada kehilangan informasi tentang apapun yang bersifat visual seperti ketidakmampuan dalam membaca buku-buku biasa atau buku-buku dengan tulisan awas. Printer Penerjemah Teks ke Audio-Braille atau PRIPEN TAB dirancang untuk dapat membantu tunanetra dalam memperoleh informasi melalui buku-buku dengan tulisan awas. Metode yang digunakan dalam penelitian ini ialah penelitian pengembangan atau Research and Development. Model pengembangan yang digunakan ialah Model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Dengan adanya PRIPEN TAB akan sangat membantu tunanetra dalam memperoleh informasi melalui buku-buku dengan tulisan awas tanpa bantuan orang lain, membantu guru dalam membuat bahan ajar braille demi menunjang pembelajaran tunanetra di sekolah.
APLIKASI I-CIBI: RESPON POSITIF DARI GURU, ORANGTUA DAN ANAK DENGAN KECERDASAN DAN BAKAT ISTIMEWA Nurhastuti, Nurhastuti; Budi, Setia; Damri, Damri; Yuliana, Syari; Wulandari, Putri Lagenda; Nasri, Yosa Yulia; Mardhatillah, Mardhatillah; Handayani, Endang Sri
Pedagogi: Jurnal Ilmu Pendidikan Vol 25 No 1 (2025): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v25i1.2479

Abstract

This study explores the positive response to the I-CIBI application, an innovative solution to support learning for gifted and talented children in Indonesia. Using a mixed-method approach with a sequential explanatory design, this research involved 29 respondents, consisting of teachers and parents. The results show that the I-CIBI application successfully meets specific needs in gifted education, with features including comprehensive testing and evaluation, personalized learning, and social-emotional skills development. Evidence-based pedagogical approaches and adaptive technology integration promote student motivation and active engagement. Despite implementation challenges, such as technology accessibility and integration with the national curriculum, the I-CIBI application demonstrates significant potential in optimizing the development of gifted and talented children. This research highlights the importance of collaboration among education stakeholders and continuous evaluation to ensure the long-term effectiveness of the application in the Indonesian educational context.
Pendidikan Jasmani Adaptif Bagi Guru MGMP PJOK Kabupaten Karo Dalam Mendukung Pembelajaran Inklusi Gita Nurgaya Br Tarigan; Wulandari Putri Lagenda; Aidilla Pratiwi Siregar; Arsi Zahiri; M. Fadlin Al-Farhan's
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.21

Abstract

Purpose of the study: This study aimed to evaluate the effectiveness of a practice-based training and collaborative mentoring program in enhancing adaptive physical education competencies among Physical Education, Sports, and Health (PJOK) teachers to support inclusive teaching practice. Materials and methods: A practice-based professional development program was implemented involving 32 junior and senior high school PJOK teachers participating in the Subject Teacher Forum (MGMP) in Karo Regency, Indonesia. The intervention integrated needs assessment, conceptual workshops, adaptive game modification, lesson-plan development, microteaching, reflective mentoring, and collaborative discussions. Program effectiveness was evaluated using a one-group pretest–posttest approach through knowledge assessments, adaptive teaching-plan evaluations, structured microteaching observations, and participant satisfaction questionnaires. Quantitative data were analyzed descriptively using percentage scores and normalized gain (N-gain), while qualitative reflections were analyzed thematically. Results: The findings demonstrated substantial improvements in teachers' adaptive physical education competencies following the intervention. Mean knowledge scores increased from 58.28 to 84.84, with an N-gain of 0.64, indicating moderate-to-high learning improvement. The quality of adaptive teaching plans improved from an average score of 60.16 to 86.41, while microteaching performance achieved a mean score of 3.42 (Good category). Furthermore, 90.63% of participants reported that the program was highly relevant to their instructional needs. The most notable improvements were observed in teachers' abilities to modify learning objectives, instructional strategies, equipment, learning environments, assessment methods, and classroom participation to accommodate diverse learner needs. Conclusions: Practice-based training combined with collaborative mentoring effectively strengthened teachers' readiness and adaptive pedagogical competencies for inclusive physical education. The findings suggest that experiential professional development embedded within teacher learning communities can bridge the gap between inclusive education policies and classroom implementation. Sustaining this approach through continuous MGMP-based professional learning communities may contribute to the long-term implementation of inclusive physical education in mainstream schools.
Effects of Audio-Guided Adaptive Gymnastics on Physical Fitness among Students with Visual Impairment: A Controlled School-Based Intervention Gita Nurgaya Br Tarigan; Ramadan Ramadan; Putri Lagenda Wulandari
IGI Active Living and Health Insight Vol. 1 No. 02 (2026): June Issue: IGI Active Living and Health Insight
Publisher : INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/Activein.v1i02.12

Abstract

Introduction. Students with visual impairment are consistently under-represented in school physical activity because mainstream physical education is transmitted through visual demonstration, visual environmental orientation, and visually mediated corrective feedback. The resulting instructional inaccessibility is associated with reduced motor competence, lower habitual physical activity, and diminished health-related physical fitness. Audio-guided adaptive gymnastics has been proposed as an accessible alternative in which visual demonstration is systematically replaced by standardised verbal movement description, rhythmic temporal cues, spatially anchored sound, and immediate auditory feedback. Purpose. The study examined the effects of an eight-week audio-guided adaptive gymnastics programme on health-related physical fitness among students with visual impairment enrolled at UPT SLB-E Negeri PTP Sumatera Utara, Indonesia. Materials and methods. A controlled pretest–posttest experimental design was applied. Twenty-four students with visual impairment aged 12–17 years were allocated to an audio-guided adaptive gymnastics group (n = 12) or to a control group receiving the regular adapted physical education programme (n = 12). The intervention was delivered three times weekly for eight weeks (24 sessions, ≈40 min per session) and comprised auditory orientation, rhythmic locomotor work, muscular endurance exercise, dynamic balance tasks, flexibility work, and audio-guided relaxation. Physical fitness was assessed using the six-minute walk/run test, the 30-second sit-to-stand test, the 30-second curl-up test, the sit-and-reach test, and the single-leg balance test, combined into a standardised composite score. Data were analysed with 2 × 2 mixed-design analysis of variance, analysis of covariance, partial eta squared, Cohen's d, and 95% confidence intervals. Results. A significant group × time interaction was observed for the composite physical fitness score, F(1, 22) = 25.84, p < .001, partial η² = .540. The intervention group improved more than the control group in cardiorespiratory endurance, lower-body muscular endurance, abdominal muscular endurance, flexibility, and static postural balance. The adjusted between-group difference at posttest was 11.71 points, 95% CI [6.29, 17.13], with a large standardised effect, d = 1.42. Significant interactions were also obtained for all secondary outcomes (p ≤ .002; d = 0.91–1.42). Adherence was 94.2% and no serious adverse events were recorded. Conclusions. Audio-guided adaptive gymnastics is a feasible, low-cost, and potentially effective strategy for improving multiple components of health-related physical fitness in school-aged students with visual impairment. Standardised auditory instruction, predictable rhythmic structure, and immediate accessible feedback may enhance movement accuracy, autonomy, confidence, and sustained participation. Larger multicentre randomised trials with device-based physical activity monitoring and extended follow-up are warranted.
Co-Authors Aidilla Pratiwi Siregar Arsi Zahiri Br. Tarigan, Gita Nurgaya Budi, Setia Damri Damri Dedi Kurniawan Endang Sri Handayani Ihsan, Rahmatul M. Fadlin Al-Farhan&#039;s Mardhatillah, Mardhatillah Marlina Marlina Martias , Martias Nurhastuti, Nurhastuti Nurjanah, Iza Ramadan, Ramadan RR. Ella Evrita Hestiandari Sakinah, Diffany Noriko Sasmita, Desri Syari Yuliana, Syari Yosa Yulia Nasri