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All Journal Journal of ICSAR INFOKUM Indonesian Journal of Adult and Community Education (IJACE) Indonesian Journal of Educational Development (IJED) Proceeding of International Conference on Special Education in South East Asia Region Jurnal Pendidikan Islam Curricula: Journal of Curriculum Development Inovasi Kurikulum
Zulfa Rahmah Effendi
Universitas Pendidikan Indonesia
Religion Humanities Computer Science & IT Education Social Sciences Other

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EVALUATION OF VOCATIONAL LEARNING FOR STUDENTS WITH SPECIAL NEEDS Emay Mastiani; Zulfa Rahmah Effendi; Fajar Indra Septiana
INFOKUM Vol. 10 No. 5 (2022): December, Computer and Communication
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One component of learning that needs serious attention is learning evaluation. This component must be implemented to determine the effectiveness of a learning system implemented by the teacher, especially to determine the achievement of learning objectives. When viewed from the context of education for children with special needs, especially in vocational-based learning, learning evaluation has great functions and benefits because the results of these activities will obtain updated student profiles related to their actual competence in certain skills. This research was conducted to dig up an overview regarding how to plan, implement, support factors, and inhibiting factors of sewing vocational learning evaluation activities for class XI mild mental retardation students at Pancaran Iman SLB and Terate Foundation C Special School, Bandung City. Based on the research findings, it can be concluded that learning evaluation activities for mild mental retardation are carried out through the stages of planning, implementation, data checking, and reporting. The main supporting factors in learning evaluation activities are the availability of positive resources, infrastructure, and parental support. Meanwhile, the teacher's lack of knowledge of student profiles and not yet optimal management of problematic behavior in students with mild mental retardation are the main inhibiting factors found in this study.
CREATION OF A DIGITAL MODULE AS LEARNING MEDIA FOR DEAF STUDENT'S Hermanto, Moch. Irwan; Astuti, Eka Yuli; Septiana, Fajar Indra; Suwandari, Lilis; Mastiani, Emay; Effendi, Zulfa Rahmah; Adhimah, Sadiyatu Nuh
Indonesian Journal of Educational Development (IJED) Vol. 4 No. 3 (2023): November 2023
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v4i3.3281

Abstract

Deaf people have learning characteristics that rely more on visual aspects. This research aimed to produce learning media in the form of digital module that could accommodate the needs and learning characteristics of deaf students in the course of thesis guidance theory course. This research belonged to the type of development by applying the ADDIE procedure. The results showed that the digital module scored 85.28% in the aspect of the validity test by learning media experts and deafness experts. While in the test practicality by students, the digital module received a score of 85.63%. These two scores indicated that both digital modules were at a very high level of validity and practicality. Subsequently, they were worthy of being a learning media option that could be used for deaf students.
Optimization of Link & Match in the Instructional Design Process for Students with Intellectual Disability Effendi, Zulfa Rahmah; Septiana, Fajar Indra; Ridwan, Prinanda Gustarina; Mastiani, Emay; Sudiarsa, Andri
Proceeding of International Conference on Special Education in South East Asia Region Vol. 1 No. 1 (2022): Technology and Education for Student with Special Needs
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v1i1.32

Abstract

Teaching materials that are prepared based on the actual conditions of students are one aspect that needs to be underlined so that students can actively participate in learning. This research took place at SLB ABC YPLAB Lembang, West Bandung Regency, and aims to produce teaching materials that are student center for students with intellectual disabilities in early grades. The focus of this research is on the adjustment stage between student profiles and curriculum content, where the link & match process between student assessment results and the curriculum becomes the basis for the instructional design process. The method used in this research is qualitative descriptive. There are four stages carried out, encompass initial assessment of basic abilities, reviewing curriculum content, matching student profiles with the curriculum, curriculum modification, and preparation of teaching materials. The results of this study are teaching materials that are student center to accommodate the conditions, potential, and learning characteristics of students with intellectual disabilities.
The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education Astuti, Eka Yuli; Ratnawulan, Teti; Santoso, Yoga Budhi; Pertiwi, Dwi Endah; Ridwan, Prinanda Gustarina; Effendi, Zulfa Rahmah
Journal of ICSAR Vol 7, No 1 (2023): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i12023p171

Abstract

Online learning has been running in Indonesian universities due to the COVID-19 outbreak. Online learning has become a challenge to both parties, lecturers, and students with special needs. The use of several online platforms for learning has not provided accessibility for students who are blind and deaf. To pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. The purpose of the study is to develop a learning model that can be used for online learning using an interactive website. The interactive Web-Based Learning Model is an innovative learning model which is designed for special needs students to access online learning more effectively. The procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. The research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. The result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. The website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. This model consists of the following stages: 1) Planning which includes needs analysis and content analysis, 2) The learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) Evaluation includes test and non-test in the form of process and result in analysis.
Realizing an Inclusive Campus: A Systematic Review of Support, Readiness, and Challenges in Providing Services for Students with Disabilities Qurrotullain, Aini; Ridwan, Prinanda Gustarina; Effendi, Zulfa Rahmah
Indonesian Journal of Adult and Community Education Vol 7, No 1 (2025): in progress
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijace.v7i1.85811

Abstract

This study aims to explore the types of services available for students with disabilities in higher education, analyze the factors influencing institutional readiness, and identify the major challenges faced by universities in providing these services. The research employs a Systematic Literature Review (SLR) method based on PRISMA guidelines, analyzing 20 empirical articles published between 2020–2025 from five leading academic databases. The findings reveal that universities have provided various services, including academic support, assistive technology, physical accommodations, and socio-emotional assistance. However, the implementation of these services remains highly dependent on institutional policies, human resource capacity, infrastructure, and inclusive campus culture. Major challenges include insufficient staff training, limited access to assistive tools, administrative bureaucracy, and persistent social stigma against disability. The implications of this study highlight the potential of its findings as a strategic basis for formulating or strengthening inclusion policies at the higher education level. Moreover, it underscores the urgency of continuous professional development for academic and administrative staff in adopting inclusive teaching strategies responsive to the diverse needs of students. Additionally, the high level of stigma and resistance within campuses suggests the need for institutional cultural transformation through sustained educational and advocacy programs.
Teachers’ Strategies in Developing Scientific Literacy for Children with Special Needs in Inclusive Early Childhood Education Teti Ratnawulan; Aznan Che Ahmad; Zulfa Rahmah Effendi; Rifqi Zaeni Achmad Syam; Willya achmad
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Transformative Islamic Education
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i3.433

Abstract

The phenomenon of low scientific literacy among early childhood learners, particularly in inclusive educational institutions, indicates a gap between policy and classroom practice. Children with special needs often experience limited access to adaptive science learning, even though scientific literacy skills are essential for developing reasoning and problem-solving abilities in daily life. This study aims to analyze teachers’ strategies for developing scientific literacy among children with special needs in inclusive early childhood education and to identify the challenges and solutions implemented by teachers at Ibnu Sina Islamic Kindergarten in Bandung Regency. The study employed a qualitative case study design, using in-depth interviews, participatory observations, and analysis of learning documents. Data were analyzed using Miles and Huberman’s interactive model, with validity ensured through triangulation and member checking. The findings reveal that teachers applied differentiated instruction, interpersonal communication, and the use of visual media, simple technology, and the surrounding environment as a natural laboratory. Collaboration among classroom teachers, special education teachers, parents, and the principal emerged as a key factor for success. The main challenges included limited resources, pedagogical competence, and the lack of specialized training in scientific literacy for children with special needs. The implications of this study emphasize the importance of enhancing teacher training, strengthening systemic support, and fostering school–family partnerships to achieve sustainable, inclusive science education.
Strengthening self-confidence of students with visual impairment through STAD and Jigsaw: A case study in inclusive lectures Zulfa Rahmah Effendi; Fajar Indra Septiana; Prinanda Gustarina Ridwan; Aini Qurrotullain
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.85858

Abstract

The application of cooperative learning for students with visual impairments in lectures focusing on behavior modification of children with special needs has been rarely studied in depth. Therefore, this study investigates the impact of cooperative learning on the self-confidence of students with visual impairments in the Behavior Modification of Children with Disabilities course. The study employed a qualitative case study design involving two students with low vision and six regular students as supporting informants. The Student Teams Achievement Divisions (STAD) and Jigsaw cooperative learning types were applied for six meetings. Data were collected through observation, in-depth interviews, and documentation, and analyzed thematically. The results demonstrate that cooperative learning can foster an inclusive environment that enhances the self-confidence of students with visual impairments. This is evident in their increased active participation and courage in interacting with classmates and lecturers. The main supportive factors are empathy from classmates and positive reinforcement from lecturers. However, there are also inhibiting factors: internal anxiety, which impacts self-confidence, and a lack of understanding from the surrounding environment about the impact of visual impairment on students with visual impairments.   Abstrak Penerapan pembelajaran kooperatif khususnya bagi mahasiswa dengan gangguan penglihatan dalam konteks perkuliahan yang berfokus pada modifikasi perilaku Anak Berkebutuhan Khusus (ABK) masih jarang dikaji secara mendalam. Maka dari itu, penelitian ini bertujuan mengkaji pembangunan kepercayaan diri mahasiswa dengan gangguan penglihatan melalui pembelajaran kooperatif dalam perkuliahan Modifikasi Perilaku ABK. Metode penelitian yang digunakan adalah kualitatif dengan desain studi kasus yang melibatkan dua mahasiswa dengan gangguan penglihatan kategori low vision dan enam mahasiswa awas (reguler) sebagai informan pendukung. Pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD) dan Jigsaw diterapkan selama enam pertemuan. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis secara terperinci dan tematik. Hasil menunjukkan bahwa pembelajaran kooperatif dapat menciptakan lingkungan inklusif yang mendukung peningkatan kepercayaan diri mahasiswa dengan gangguan penglihatan. Hal itu terlihat dari adanya peningkatan partisipasi aktif dan keberanian dalam berinteraksi dengan teman sekelas dan dosen. Faktor pendukung utama adalah rasa empati yang diberikan oleh teman sekelas dan penguatan positif yang dilakukan oleh dosen, namun disisi lain terdapat faktor penghambat yaitu kecemasan internal yang berdampak pada rasa percaya dirinya dan kurangnya pemahaman dari lingkungan sekitar mengenai dampak gangguan penglihatan pada kemampuan belajar mahasiswa low vision. Kata Kunci: gangguan penglihatan; kepercayaan diri; pembelajaran kooperatif; pendidikan inklusif
Improving teachers’ understanding of reproductive health and sexuality education in special schools Tati Hernawati; Tarishah Aulia; Wina Tri Saptari; Arif Prawira; Zulfa Rahmah Effendi; Prinanda Gustarin Ridwan; Euis Heryati; Agus Irawan Sensus; Imas Diana Aprilia; Fitri Mulyani
Inovasi Kurikulum Vol. 21 No. 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75622

Abstract

The inability to achieve complete independence in students with special needs has the potential to make this group vulnerable to problems, including reproductive health and sexuality problems. These problems are suspected to be due to the lack of understanding and perception of teachers in the concept and implementation of reproductive health and sexuality education in Special Schools (SLB). This study was conducted to see teachers' understanding of reproductive health and sexuality education for students with special needs. Using a quantitative approach with a one-group pretest-posttest design, this study involved 15 teachers from six SLBs in Bandung City who were selected using the purposive sampling method. The data obtained were analyzed using the Wilcoxon Signed-Rank Test. The results of the study showed a significant increase in the average score, indicating that the efforts made could improve teachers' understanding of reproductive health and sexuality education. Teachers felt more prepared to deal with the problems of students with special needs regarding reproductive health and sexuality after participating in competency refresher courses by participating in training or discussions. Training and discussions that are planned systematically, sustainably, and comprehensively can improve teacher competence and, more broadly, can improve the quality of reproductive health and sexuality education in SLB.   Abstrak Ketidakmampuan pencapaian kemandirian secara utuh pada peserta didik berkebutuhan khusus berpotensi membuat kelompok ini rentan terhadap masalah, termasuk masalah kesehatan reproduksi dan seksualitas. Permasalahan tersebut disinyalir karena adanya kekurangpahaman dan persepsi guru dalam tataran konsep dan implementasi pendidikan kesehatan reproduksi dan seksualitas di Sekolah Luar Biasa (SLB). Penelitian ini dilakukan untuk melihat pemahaman guru terhadap pendidikan kesehatan reproduksi dan seksualitas untuk peserta didik berkebutuhan khusus. Menggunakan pendekatan kuantitatif dengan one group pretest -posttest design, penelitian ini melibatkan 15 guru dari enam SLB di Kota Bandung yang dipilih dengan metode purposive sampling. Data yang diperoleh dianalisis dengan uji Wilcoxon Signed-Rank Test. Hasil penelitian menunjukan peningkatan rata-rata skor secara signifikan yang menunjukkan bahwa upaya yang dilakukan dapat meningkatkan pemahaman guru terhadap pendidikan kesehatan reproduksi dan seksualitas. Guru merasa lebih siap untuk menghadapi permasalahan peserta didik berkebutuhan khusus mengenai kesehatan reproduksi dan seksualitas setelah mengikuti penyegaran kompetensi dengan mengikuti pelatihan atau diskusi. Pelatihan dan diskusi yang direncanakan dengan sistematis, berkelanjutan, dan komprehensif dapat meningkatkan kompetensi guru dan secara lebih luas dapat meningkatkan kualitas pendidikan kesehatan reproduksi dan seksualitas di SLB.
Co-Authors Adhimah, Sadiyatu Nuh Agus Irawan Sensus Aini Qurrotullain Arif Prawira Aznan Che Ahmad Dwi Endah Pertiwi Eka Yuli Astuti Emay Mastiani Euis, Heryati Fajar Indra Septiana Fitri Mulyani Hernawati, Tati Imas Diana Aprilia Moch Irwan Hermanto Prinanda Gustarin Ridwan Prinanda Gustarina Ridwan Qurrotullain, Aini Ridwan, Prinanda Gustarina Rifqi Zaeni Achmad Syam Santoso, Yoga Budhi Sudiarsa, Andri Suwandari, Lilis Tarishah Aulia Teti Ratnawulan Willya Achmad Wina Tri Saptari