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Analysis of Daily Living Skills Technique of James W Parington and Michael Muller by Teacher of Special Needs School in Deliserdang North Sumatera Yeanny Suryadi; Hidayat Hidayat; Adi Sutopo; Apiek Gandamana; Albert Pauli Sirait; Abdul Gafur
International Journal of Multidisciplinary Sciences and Arts Vol. 5 No. 3 (2026): International Journal of Multidisciplinary Sciences and Arts, Article July 2026
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijmdsa.v5i3.8784

Developing individuals with independent personal characteristics has become one of the primary goals of education in contemporary Indonesia. Numerous studies have demonstrated that daily activity skill contributes positively to both academic achievement and logical thinking abilities. The objective of fostering daily activity skills is not only directed toward students in general but also toward students with special needs, commonly referred to as Children with Special Needs (CWSN). Through the Ministry of Education, Culture, Research, and Technology, the Indonesian government encourages the development of independent individuals among all students in both mainstream and special education settings. This study aims to examine how teachers in special schools (SLB) develop independent character among students with special needs, particularly students with ASD (Autism Spectrum Autism). The focus on students with ASD is motivated by the continuously increasing prevalence of autism spectrum disorders worldwide, including in Indonesia. This research employed a qualitative approach and was conducted at a special school in Deli Serdang Regency. The findings indicate that teachers adapted and further developed the basic independence skills framework proposed by James W. Partington and Michael Mueller, tailoring its implementation to the individual characteristics and needs of their students. Conclusion: The development of daily living skills for students with autism must consider the unique characteristics of each individual, particularly those in phase A. Basic communication skills can be integrated with other daily living skills activities, and the learning process is more effective when implemented through direct practice and gradual prompting techniques.

Artificial Intelligence in Education: Opportunities, Challenges, and Implications for Future Learning Abd Gafur; Suryo Prabowo; Memet Casmat
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i4.3326

The development of Artificial Intelligence (AI) has significantly influenced educational transformation by supporting more adaptive, flexible, interactive, and personalized learning. This study aims to analyze the utilization of AI in education, identify its opportunities and challenges, and explain its implications for future learning. This research employed a qualitative approach with a library research design. Data were obtained from scientific journal articles, books, book chapters, proceedings, and relevant academic sources discussing AI in education. The selected literature was mainly focused on recent publications and was analyzed using qualitative descriptive analysis through data reduction, data presentation, and conclusion drawing. Source triangulation was applied to strengthen the credibility of the findings. The results show that AI is utilized in education through adaptive learning systems, intelligent tutoring systems, educational chatbots, automated assessment, learning analytics, and interactive digital media. AI provides opportunities to support personalized learning, improve learning efficiency, expand access to education, strengthen digital literacy, and develop 21st-century skills. However, its implementation also faces challenges, including limited technological infrastructure, low teacher digital competence, digital inequality, academic ethics issues, data privacy concerns, technology dependence, and reduced social interaction. The study also indicates that AI changes the roles of teachers and students, where teachers are increasingly positioned as facilitators, mentors, learning designers, and ethical guides, while students are encouraged to become more independent, critical, and digitally literate learners. Therefore, AI should be integrated into education as a supporting tool that strengthens, rather than replaces, human-centered learning. Its implementation requires adequate infrastructure, continuous teacher training, ethical regulation, and responsible digital literacy development.

EVALUASI KEMAMPUAN MAHASISWA PENDIDIKAN JARAK JAUH DALAM MENGIKUTI TUTORIAL ONLINE Abd Gafur
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 7 No. 1 (2024): February 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v7i1.1704

Tutorial online merupakan salah satu layanan bantuan belajar yang diberikan yang paling banyak diminati oleh mahasiswa Universitas Terbuka. Tutorial online diberikan dengan tujuan untuk membantu mahasiswa dalam belajar mandiri. Penelitian ini bertujuan untuk menganalisis (1) kendala mahasiswa dalam mengikuti tutorial online, (2) partisipasi/kehadiran mahasiswa dalam tutorial online, (3) kemampuan mahasiswa dalam menyelesaikan diskusi dan tugas tutorial online. Metode penelitian ini adalah kualitatif deskriptif. Data dikumpulkan melalui dokumentasi hasil belajar mahasiswa yang diunduh pada laman kelas online, observasi, dan wawancara secara online. Subyek penelitian ini mahasiswa Program Studi Teknologi Pendidikan Universitas Terbuka yang mengambil mata kuliah kawasan teknologi pendidikan sebanyak 300 mahasiswa. Hasil penelitian menunjukkan bahwa (1) mahasiswa memiliki berbagai macam kendala dalam melakukan aktivasi kegiatan tutorial online seperti tidak mendapatkan informasi bahwa untuk mengikuti tutorial online perlu aktivasi, kesulitan dalam melakukan aktivasi, lupa melakukanaktivasi dan melewati batas waktunya, (2)Â Â partisipasi/kehadiran mahasiswa yang mengikuti kelas tutorial online termasuk dalam kategori baik, (3) kemampuan mahasiswa dalam menyelesaikan tugas termasuk dalam kategori sangat baik.Â

Developing Interactive Teaching Materials for Practical Webinar Tutorials in Distance Education Abd Gafur; Suryo Prabowo
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.21025

Interactive teaching materials play an important role in distance learning by presenting various media formats such as text, audio, and video to facilitate effective learning. This study aims to develop interactive teaching materials and test their feasibility and practicality in supporting the implementation of distance learning. The research used the research and development method in accordance with Sugiyono's development model. Research data were obtained from material and media experts, tutors, and document analysis. The instruments used were trial and interview assessment sheets. The collected data were analyzed using descriptive statistics. The results of the study show that the developed product was deemed feasible by both material and media experts and was proven practical through trials with tutors. These findings indicate that these materials are feasible and practical to support webinar-based tutorials. This study contributes to the field by developing integrated teaching materials that strengthen tutors' pedagogical and technical competencies in conducting practical-course webinar tutorials within open and distance higher education.

Artificial Intelligence in Education: Opportunities, Challenges, and Implications for Future Learning Abd Gafur; Suryo Prabowo; Memet Casmat
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

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

The development of Artificial Intelligence (AI) has significantly influenced educational transformation by supporting more adaptive, flexible, interactive, and personalized learning. This study aims to analyze the utilization of AI in education, identify its opportunities and challenges, and explain its implications for future learning. This research employed a qualitative approach with a library research design. Data were obtained from scientific journal articles, books, book chapters, proceedings, and relevant academic sources discussing AI in education. The selected literature was mainly focused on recent publications and was analyzed using qualitative descriptive analysis through data reduction, data presentation, and conclusion drawing. Source triangulation was applied to strengthen the credibility of the findings. The results show that AI is utilized in education through adaptive learning systems, intelligent tutoring systems, educational chatbots, automated assessment, learning analytics, and interactive digital media. AI provides opportunities to support personalized learning, improve learning efficiency, expand access to education, strengthen digital literacy, and develop 21st-century skills. However, its implementation also faces challenges, including limited technological infrastructure, low teacher digital competence, digital inequality, academic ethics issues, data privacy concerns, technology dependence, and reduced social interaction. The study also indicates that AI changes the roles of teachers and students, where teachers are increasingly positioned as facilitators, mentors, learning designers, and ethical guides, while students are encouraged to become more independent, critical, and digitally literate learners. Therefore, AI should be integrated into education as a supporting tool that strengthens, rather than replaces, human-centered learning. Its implementation requires adequate infrastructure, continuous teacher training, ethical regulation, and responsible digital literacy development.

Pemanfaatan Kecerdasan Buatan (AI) Berbasis Chat-GPT dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Rahmania; Abd Gafur
caXra: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 3 (2026): September 2026
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/caxra.v6i3.3937

Rapid advances in artificial intelligence technology are bringing about major changes in the world of education. This study aims to examine the use of AI-based ChatGPT in enhancing students’ critical thinking skills. The study employs a qualitative approach using library research methods. The findings indicate that ChatGPT holds significant potential as a learning tool that encourages students to think more deeply, ask more incisive questions, and develop the habit of independently verifying information. Interaction between students and ChatGPT stimulates analytical, evaluative, and reflective skills—the core components of critical thinking. However, its effectiveness is highly dependent on the active role of educators in designing appropriate learning strategies. Challenges such as over-reliance on technology, inaccuracy of information, and digital access disparities need to be anticipated. This study recommends synergy between educators, students, and policy-makers in responsibly integrating ChatGPT into the Indonesian education system

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