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All Journal JPK (Jurnal Pendidikan Khusus) Publikasi Pendidikan JURNAL KONFIKS E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal ORTOPEDAGOGIA Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Pendidikan Kebutuhan Khusus Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Journal on Education G-Couns: Jurnal Bimbingan dan Konseling JPM: JURNAL PENGABDIAN MASYARAKAT COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Journal of Creative Student Research Innovative: Journal Of Social Science Research ELIGIBLE : Journal of Social Sciences Abdimas Mandalika Proceeding of International Conference on Special Education in South East Asia Region Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Rohmah Ageng Mursita, Rohmah Ageng
Universitas Negeri Jakarta
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Strategi Guru dalam Meningkatkan Kosa Kata Siswa Tunarungu Tingkat TK di SLB Pangudi Luhur Mursita, Rohmah Ageng; Winarsih, Murni; Bintoro, Totok; Maulana, Bintang Azzahra; Khatulisty, Chantika Bunga Chynta
JPK (Jurnal Pendidikan Khusus) Vol. 21 No. 1 (2025): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

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

Abstract

Penelitian ini bertujuan untuk menjelaskan peningkatan penguasaan kosakata pada anak tunarungu melalui penerapan metode Maternal reflektif (MMR) di SLB Pangudi Luhur, Bekasi.  Penelitian ini menggunakan metodologi kualitatif dengan memanfaatkan teknik studi kasus, di samping metode pengumpulan data antara lain observasi, wawancara, dokumentasi, dan penilaian.  Subjek penelitian adalah dua mahasiswa TKLB tunarungu yang berkonsentrasi pada penerapan strategi pembelajaran berbasis MMR.  Reflektif Ibu metode utama strategi ini adalah perdati (hati ke hati-percakapan untuk mengatur emosional konteks), penentuan titik awal (mendapatkan tema dari anak pengalaman kehidupan nyata), visualisasi dan penguatan (menggunakan beton media), penyimpanan (menyimpan kosa kata melalui tulisan dan pengulangan), percami (ideovisual membaca untuk memahami struktur kalimat), dan refleksi dan evaluasi.  Strategi-strategi ini digunakan secara terencana dan konsisten dalam kegiatan pembelajaran sehari-hari. Hasilnya menunjukkan bahwa menggunakan strategi MMR meningkatkan pemahaman kosakata dalam konteks serta volume perolehan kosakata.   Siswa tunarungu menunjukkan peningkatan dalam kemampuan mereka untuk menyusun kalimat, memahami pertanyaan, dan menghubungkan kosakata dengan pengalaman pribadi mereka. Pemrosesan mental dan pemahaman bahasa anak tunarungu telah terbukti meningkat dengan penggunaan strategi pembelajaran ini, yang meliputi refleksi, komunikasi, dan alat bantu visual. Dengan demikian, strategi dalam metode Maternal Reflektif sangat efektif dalam meningkatkan penguasaan dan pemahaman kosakata anak tunarungu usia dini, karena mengintegrasikan pendekatan emosional, visual, dan linguistik dalam konteks kehidupan anak.
Pelatihan Penguatan Peran Ibu dalam Stimulasi Perkembangan Anak Mursita, Rohmah Ageng; Yuniarti, Puji; Asshidiqy, Ahmad Rifqy; Az-Zahra, Khaila Rizki; Puspita, Andhini Swarna Dyah
Abdimas Mandalika Vol 5, No 1 (2025): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/am.v5i1.35239

Abstract

Abstract:  Mothers in Medalsari Village, Pangkalan Subdistrict, Karawang Regency, received training to enhance their roles in promoting the development of their children. This was carried out due to the fact that many mothers lacked sufficient knowledge about balanced nutrition, positive parenting, and early childhood development stimulation. Helping moms better understand and apply cognitive, motor, social, and emotional stimulation in their everyday caregiving was the program's main objective. Planning, executing, assessing, and creating future plans were all part of the participatory approach. A small display of mothers' work, theoretical sessions, and practical stimulation practice using both simple and digital media were all part of the three-day implementation. We assessed using discussion boards, watching practice, and pre- and post-tests. According to the training results, mothers' parenting styles shifted from traditional to evidence-based, and their knowledge increased by roughly 30%. To ensure the program's sustainability, a few mothers were also selected to serve as posyandu (integrated health post) cadres. After that, they were included in the monthly posyandu events. This training demonstrates how community-based initiatives can support mothers in their efforts to become better educators and achieve SDGs 4 (Quality Education) and 3 (Good Health and Well-Being).Abstrak: Para ibu di Desa Medalsari, Kecamatan Pangkalan, Kabupaten Karawang, mendapatkan pelatihan untuk meningkatkan peran mereka dalam mendorong perkembangan anak-anak mereka.  Hal ini dilakukan karena banyak ibu yang kurang memiliki pengetahuan yang memadai tentang gizi seimbang, pola asuh yang positif, dan stimulasi perkembangan anak usia dini.  Membantu para ibu lebih memahami dan menerapkan stimulasi kognitif, motorik, sosial, dan emosional dalam pengasuhan sehari-hari mereka adalah tujuan utama program ini.  Merencanakan, melaksanakan, menilai, dan membuat rencana masa depan semuanya merupakan bagian dari pendekatan partisipatif.  Pameran kecil karya ibu, sesi teori, dan praktik stimulasi praktis menggunakan media sederhana dan digital merupakan bagian dari pelaksanaan selama tiga hari.  Kami menilai menggunakan papan diskusi, latihan menonton, dan tes sebelum dan sesudah.  Menurut hasil pelatihan, gaya pengasuhan ibu berubah dari tradisional menjadi berbasis bukti, dan pengetahuan mereka meningkat sekitar 30%.  Untuk memastikan keberlanjutan program, beberapa ibu juga terpilih menjadi kader posyandu (pos kesehatan terpadu).  Setelah itu, mereka diikutsertakan dalam acara posyandu bulanan.  Pelatihan ini menunjukkan bagaimana inisiatif berbasis komunitas dapat mendukung para ibu dalam upaya mereka untuk menjadi pendidik yang lebih baik dan mencapai SDGs 4 (Pendidikan Berkualitas) dan 3 (Kesehatan dan Kesejahteraan yang Baik).
Exploring the Role of Elementary School Teachers as Counselors: Perceptions, Practices, and Challenges in Student Support Ahmad Rifqy Asshidiqy; Rohmah Ageng Mursita; Puji Yuniarti; Siti Ayu Jahrotun Nisa Annur; Rossa Nurmalinda
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8826

Abstract

The purpose of this study is to delve into the changing role of elementary school teachers as counselors, examining attitudes, practices, and barriers to providing emotional and mental health support. This study, conducted at Medalsari Elementary School in the Karawang Regency, West Java, also emphasizes the need for teachers’ involvement in cultivating and sustaining students’ social-emotional health, particularly in rural areas where mental health professionals are scarce. The qualitative methodology of the study employs surveys and open-ended questions, which enable the exploration of teachers' understanding of counselling, the practices they utilise, and the barriers they face. Teachers know they have two jobs and one is critical, being a counselor as well as an educator, but it’s hard to do both because there isn’t enough time, training, or resources. Despite these challenges, teachers implement techniques  such as speaking directly to students, practicing mindfulness, and approaching parents. The study highlights the need for enhanced professional development and organisational support to adequately integrate counselling into teachers' roles. Keywords: elementary school teachers, counseling, social-emotional support, rural education, teacher training  
Strategies for Enhancing the Pedagogical Competence of Special Education Teacher Candidates in Early Reading Instruction for Hearing-Impaired Students Mursita, Rohmah Ageng; Winarsih, Murni; Bintoro, Totok; Manar, Mayasari; Alamsyah, Rafli
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38107

Abstract

The acquisition of foundational literacy skills presents a critical challenge for students with hearing impairments, a difficulty often exacerbated by teacher preparation programs that neglect the specialized training necessary for practical competency. This study aims to bridge this pedagogical gap by exploring and validating specialized instructional strategies designed to strengthen the competence of prospective special education teachers in delivering effective early literacy instruction. Utilizing a qualitative descriptive design, the investigation involved six prospective teachers from Universitas Negeri Jakarta and ten hearing-impaired students. Data triangulation was employed through systematic classroom observations, semi-structured interviews, literacy assessments, and the analysis of teaching artifacts. Findings reveal substantial advancements in both educator competence and student outcomes; specifically, teacher candidates demonstrated a 60% increase in teaching confidence and a notable 140% improvement in applying Total Communication and Reflective Maternal Methods (RMM). These pedagogical shifts correlated with significant student achievements, evidenced by a 100% to 200% increase in vocabulary acquisition, alongside enhanced alphabetic recognition and decoding skills. The novelty of this research lies in identifying the vital correlation between emotional scaffolding via RMM and lexical expansion, positioning emotional connection as a critical psychological dimension in special education pedagogy. Additionally, it contributes a validated multimodal framework integrating visual phonics and sound-rhythm perception to bridge auditory gaps. Directly supporting Sustainable Development Goal (SDG) 4, this study addresses the identified pedagogical deficit by demonstrating that integrating evidence-based, multimodal methodologies into teacher preparation significantly enhances instructional quality. Consequently, it advocates for curriculum reforms to ensure equitable, quality education for students with hearing impairments.
ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING READING COMPREHENSION TO HEARING-IMPAIRED ELEMENTARY STUDENTS THROUGH FOTONOVELA MEDIA Rohmah Ageng Mursita; Murni Winarsih; Totok Bintoro; Asep Supena; Septiyani Endang Yunitasari; Sri Rizqi Widasari
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/f40e8d48

Abstract

Reading comprehension is a fundamental literacy skill that is essential for deaf or hard-of-hearing students to access academic information and participate in social life. However, limited auditory input and language development challenges often create barriers to understanding written texts. This study aimed to enhance the pedagogical competence of pre-service special education teachers in teaching reading comprehension to hearing-impaired students through the use of fotonovela media. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach and was conducted at SLB Pangudi Luhur and SLB Santi Rama as authentic learning contexts. The participants were pre-service special education teachers divided into experimental and control groups. The intervention involved training and teaching practice using fotonovela media integrating visual supports, the Indonesian Sign System (SIBI), and principles of the Maternal Reflective Method (MMR). Pretest results indicated that the initial competence levels of both groups were relatively equivalent, while posttest results showed a significant improvement in the experimental group. The use of fotonovela media significantly improved the pedagogical competence of pre-service teachers, particularly in instructional planning, visual strategies, language and communication support, adaptive teaching practices, and student engagement. The improvement in teacher competence contributed to the development of students’ reading comprehension skills, including vocabulary understanding, identifying main ideas, sequencing events, recognizing story elements, answering questions, making simple inferences, and summarizing texts. These findings indicate that fotonovela media is an innovative and sustainable approach to strengthening teachers’ pedagogical competence while supporting literacy development among deaf students.
Peningkatan pembelajaran IPAS berbasis augmented reality untuk siswa tunarungu jenjang SMPLB di SLB Negeri 7 Jakarta Rohmah Ageng Mursita; Anita Dwi Muslimah; Sanny Ezra Yulianti; Fitri Nurkania; Rizka Khoirun Nisak; Erika Fera Wantini
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 4 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i4.41165

Abstract

Abstrak Pemahaman siswa tunarungu di Sekolah Menengah Pertama Luar Biasa jenjang SMPLB terhadap konsep IPAS (Ilmu Pengetahuan Alam dan Sosial) yang bersifat abstrak masih perlu ditingkatkan karena karakteristik pembelajaran siswa tunarungu membutuhkan dukungan media visual yang sesuai. SLB Negeri 7 Jakarta sebagai mitra kegiatan telah melaksanakan pembelajaran IPAS menggunakan buku teks dan ilustrasi dua dimensi, sehingga diperlukan penguatan media yang mampu menyajikan objek dan proses yang kompleks secara lebih konkret. Kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman konsep IPAS pada siswa tunarungu jenjang SMPLB melalui perancangan dan penerapan media pembelajaran berbasis augmented reality (AR) yang memadukan visualisasi tiga dimensi dengan teks pendamping dan ilustrasi bahasa isyarat. Sasaran kegiatan meliputi 18 siswa kelas VII–IX SMPLB dan 4 guru pengampu mata pelajaran IPAS di SLB Negeri 7 Jakarta. Pelaksanaan kegiatan mencakup analisis kebutuhan, perancangan dan pengembangan media AR, penerapan dalam pembelajaran, serta evaluasi melalui pre-test, post-test, angket respons, dan validasi ahli media, materi IPAS, serta pendidikan khusus/bahasa isyarat. Hasil kegiatan menunjukkan bahwa media AR dinilai sangat layak dengan rata-rata skor validasi sebesar 88,5%. Pemahaman konsep siswa meningkat dari rata-rata 52,3 pada pre-test menjadi 78,6 pada post-test, dengan nilai N-Gain sebesar 0,62 yang termasuk kategori sedang. Angket respons guru dan siswa memperoleh skor rata-rata 4,4 dari skala 5 dan termasuk kategori sangat baik. Temuan ini menunjukkan bahwa media AR yang memadukan visualisasi tiga dimensi, teks, dan ilustrasi bahasa isyarat berpotensi mendukung pembelajaran IPAS yang lebih konkret dan sesuai dengan karakteristik belajar siswa tunarungu. Kata kunci: augmented reality; IPAS; tunarungu; media pembelajaran; SLB. Abstract Deaf students in Special Junior High Schools (SMPLB) may require additional visual support to understand abstract concepts in Natural and Social Sciences (IPAS). At SLB Negeri 7 Jakarta, the partner school, IPAS instruction has been supported by textbooks and two-dimensional illustrations, creating an opportunity to strengthen learning media that can present complex objects and processes more concretely. This community service activity aimed to improve deaf students’ understanding of IPAS concepts through the design and implementation of augmented reality (AR)-based learning media integrating three-dimensional visualization with supporting text and sign-language illustrations. The participants consisted of 18 students from grades VII–IX and four IPAS teachers at SLB Negeri 7 Jakarta. The activity comprised needs analysis, AR media design and development, classroom implementation, and evaluation through pre-test, post-test, response questionnaires, and validation by media, IPAS content, and special education/sign-language experts. The results showed that the AR media was rated highly feasible, with an average validation score of 88.5%. Students’ conceptual understanding increased from a mean pre-test score of 52.3 to 78.6 on the post-test, with an average N-Gain of 0.62, categorized as moderate. The teacher and student response questionnaire yielded an average score of 4.4 out of 5, categorized as very good. These findings indicate that AR media integrating three-dimensional visualization, text, and sign-language illustrations has the potential to support more concrete IPAS learning experiences that are responsive to the learning characteristics of deaf students. Keywords: augmented reality; deaf students; IPAS; learning media; special school.
Analisis Kesulitan Membaca Permulaan Di Kelas IV SDN Jatinegara Kaum 14 Pagi Novianti Novianti; Yosua Sebastian; Zanatin Naim Al Islami; Indra Jaya; Rohmah Ageng Mursita
Journal of Creative Student Research Vol. 2 No. 3 (2024): Juni : Journal of Creative Student Research
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jcsr-politama.v2i3.3821

Abstract

The main problem in this research is the lack of students’ initial reading abilities, so it is necessary to analyze the difficulties that influence students’ initial reading abilities. This research aims to identify and understand the factors that hinder the beginning reading abilities of fourth grade students.The type of research used in this study is qualitative with instruments in the form of observation, interviews, and documentation regarding beginning reading. The data obtained was analyzed using data analysis techniques, namely data reduction, data presentation, and drawing conclusions to test the validity of the data. The results of the research that have been described are initial reading difficulties in fourth grade elementary school students who are not able to differentiate between letters that have almost the same shape, are not able to read combinations of consonants and are not able to read consonants and vowels. The conclusion of this research is that difficulties in beginning reading are due to the student’s lack of interest in learning, lack of interest in reading, lack of study guidance and lack of family assistance in the process of learning to read at the beginning as well as factors within the student. The implication of carrying out this research is to motivate students to be more confident in expressing opinions, motivating them to be more active in learning to read at first.
Analysis of Needs for Web-Based Mobile Learning Development Based on Universal Design for Learning for Students with Special Needs Winarsih, Murni; Manar, Mayasari; Mursita, Rohmah Ageng; Septiani, Mita
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 9
Publisher : citeus

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Abstract

Higher education institutions still have substantial challenges when it comes to accommodating students with special needs, especially those who are visually or aurally impaired. Access to learning resources is still an issue, as are the limitations of adaptive learning media and the dominance of more conventional verbal and visual methods of information transmission. Hence, not all pupils are given the same chances throughout the learning process. With its emphasis on providing a variety of representational, interactive, and expressive tools, Universal Design for Learning (UDL) aims to meet the requirements of students with a wide range of learning styles. In order to provide accessible learning materials for students with disabilities, this research set out to determine what was necessary to build UDL-based online mobile learning. A needs-analysis methodology was used in this qualitative investigation. Participants were chosen at random from among students who were visually impaired, students who were hearing impaired, and professionals who work with kids who had visual impairments. The data was evaluated using theme analysis after being gathered via semi-structured interviews. First, there is a dire need for multimodal learning materials that combine text, audio, video, captions, and sign language. Second, there should be accessibility features that work with screen readers and allow for flexible navigation. Third, there should be instructional practice videos that are both contextual and easy to understand. Fourth, there should be interactive learning activities to encourage independent learning. Finally, there should be a thorough implementation of UDL principles. The results of this study outline the necessary steps to create online mobile learning that is based on universal design for learning (UDL). This kind of learning is anticipated to enhance the participation, accessibility, and academic success of students with disabilities in higher education. Furthermore, the results offer empirical support for creating adaptable and inclusive digital learning materials.
Empowerment of Posyandu Cadres in Stimulating Hearing Impaired Children through Sound Detection Training Murni Winarsih; Totok Bintoro; Mayasari Manar; Rohmah Ageng Mursita
Publikasi Pendidikan Vol 16, No 3 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i3.81807

Abstract

To provide insight into the stimulation of hearing-impaired children through sound detection training. In particular, previous studies have focused on early childhood sound detection by parents at home. To have a broader impact, this study seeks to empower posyandu cadres in stimulating hearing impaired children through sound detection. This study shows that empowering posyandu cadres can improve the knowledge and skills of posyandu cadres in detecting hearing loss in young children using simple and effective sound detection tools. Furthermore, the analyzed data revealed that by conducting activities through empowering posyandu cadres who are key in providing preventive health services, especially in detecting hearing impairments. In addition, providing modules containing material on how to conduct stimulation and early detection at home using simple toos. It is hoped that the knowledge and skills in simulating hearing-impaired children through sound detection training can provide practical input for posyandu cadres to provide the best service for early childhood with hearing impairment.
Co-Authors Ahmad Rifqy Asshidiqy Alamsyah, Rafli Anita Dwi Muslimah Annur, Siti Ayu Jahrotun Nisa Asep Supena Asshidiqy, Ahmad Rifqy Az-Zahra, Khaila Rizki Chantika, Hernita Erika Fera Wantini Fitri Nurkania Hardiani, Wahyu Herdiani, Wahyu Indra Jaya Indra Jaya Indra Jaya Joleta Silvana Tairas Kairunisa, Shabila Khatulisty, Chantika Bunga Chynta Larasati, Nandita Pramilia Lianty, Leliana Manar, Mayasari Maulana, Bintang Azzahra Mayasari Manar Mita Septiani Murni Winarsih Novianti Novianti Novita, Kholifatul Nurmalinda, Rossa Puji Yuniarti Puspita, Andhini Swarna Dyah Rizka Khoirun Nisak Rossa Nurmalinda RR. Ella Evrita Hestiandari Sanny Ezra Yulianti Septiyani Endang Yunitasari Septrasari, Nabila Shabila Kairunisa Siti Ayu Jahrotun Nisa Annur Siti Nuraini Sri Rizqi Widasari Tairas, Joleta Silvana Totok Bintoro Totok Bintoro Trisna Mulyeni Vairuz Meutia Yosua Sebastian Yuniarti, Puji Yunitasari, Septiyani Endang Zanatin Naim Al Islami