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All Journal Jurnal Unik: Pendidikan Luar Biasa Curricula: Journal of Curriculum Development Inovasi Kurikulum
Ana Fatimatuzzahra
Universitas Pendidikan Indonesia
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Phonological Awareness in Students with Dyslexia and Intellectual Disabilities Ranti Novianti; Fadly Halim Hutasuhut; Sinta Yuni Susilawati; Yoga Budhi Santoso; Ana Fatimatuzzahra; Ristria Ningrum
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.v11i1.40367

Abstract

Students with dyslexia and students with intellectual disabilities often experience reading difficulties. Numerous studies have suggested that these difficulties are closely related to deficits in phonological awareness. However, comprehensive studies comparing the phonological profiles of both groups within the context of Indonesian orthography remain very limited. This study aimed to describe the phonological awareness abilities of dyslexic learners and students with mild intellectual disabilities in beginning reading activities. The study employed a descriptive comparative approach using a small-scale multiple case study design. The participants consisted of four participants with dyslexia from inclusive elementary schools in Bandung and four students with mild intellectual disabilities from special schools in Malang. Data were collected through phonological and beginning reading tests. Although that both groups experienced difficulties in manipulating speech sounds, particularly in blending phonemes, segmenting words into phonemes, and reading words with more complex patterns such as consonant-vowel-consonant (CVC) structures. Among students with dyslexia, the difficulties were more apparent in word reading accuracy. By comparison, students with intellectual disabilities demonstrated broader challenges related to understanding instructions, attention, verbal memory, and language processing.
Educational service quality in Juvenile Detention Centers: inclusivity and national standards Hendriano Meggy; Yoga Budhi Santoso; Ana Fatimatuzzahra; Kholifatul Novita Ningsih; Anira Zakiyyah Febrianti; Naila Cynthia Fajrin; Wafda Arafah Khairunnisa
Inovasi Kurikulum Vol. 23 No. 1 (2026): Inovasi Kurikulum, February 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i1.270

Abstract

Education in the Juvenile Detention Center (JDC) plays a strategic role in fulfilling children’s fundamental rights while also serving as a means of rehabilitation and social reintegration. This study aims to analyze the quality of educational service provision across three JDCs, drawing on the National Education Standards and principles of inclusivity. The study employs a qualitative case study design. Data were collected through in-depth interviews with teachers and educational program administrators and were analyzed using thematic analysis. The findings indicate that the fulfillment of educational standards, particularly in terms of curriculum, assessment, and facilities, remains partial. Major gaps were identified in responsive instructional practices, the use of learning media, and the evaluation of educational programs. Although educational access has been provided to all juveniles in care, adaptation to individual learning needs remains limited, and most educators lack specific competencies in inclusive education. These findings suggest that the implementation of inclusivity principles in LPKA remains largely formalistic, resulting in an educational provision that has not yet fully functioned as an effective rehabilitation mechanism due to systemic and institutional constraints. Therefore, more targeted policies, enhanced educator competencies, and stronger inter-agency collaboration are required.   Abstrak Pendidikan di Lembaga Pembinaan Khusus Anak (LPKA) memiliki peran strategis sebagai pemenuhan hak dasar anak sekaligus sebagai sarana rehabilitasi dan reintegrasi sosial. Penelitian ini bertujuan untuk menganalisis kualitas penyelenggaraan layanan pendidikan di tiga LPKA dengan mengacu pada Standar Nasional Pendidikan dan prinsip inklusivitas. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam dengan guru dan pengelola program pendidikan, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa pemenuhan standar pendidikan, khususnya pada aspek kurikulum, asesmen, dan sarana prasarana, masih bersifat parsial. Kesenjangan utama ditemukan pada praktik pembelajaran yang responsif terhadap kebutuhan peserta didik, pemanfaatan media pembelajaran, serta evaluasi program pendidikan. Meskipun akses pendidikan telah diberikan kepada seluruh anak binaan, penyesuaian terhadap kebutuhan individual masih terbatas dan sebagian besar pendidik belum memiliki kompetensi khusus dalam pendidikan inklusif. Temuan ini menunjukkan bahwa penerapan prinsip inklusivitas di LPKA masih bersifat formalistik, sehingga penyediaan pendidikan belum sepenuhnya berfungsi sebagai mekanisme rehabilitasi yang efektif akibat keterbatasan sistemik dan kelembagaan. Oleh karena itu, diperlukan kebijakan yang lebih terarah, peningkatan kompetensi pendidik, serta penguatan kolaborasi antar lembaga. Kata Kunci: inklusivitas; Lembaga Pembinaan Khusus Anak; LPKA; standar nasional pendidikan
Kebutuhan komunikasi anak-anak tunarungu dalam lingkungan sosial: Perspektif individu dengan pendengaran normal. Prinanda Gustarina Ridwan; Tati Hernawati; Ana Fatimatuzzahra; Aini Qurotullain; Zulfa Rahmah Effendi; Reighina Faridah Solihah; Sarmita Anatasya; Shofiyyah Ilma Nafisah Sakha
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.828

Abstract

Communication is a fundamental need that shapes children's cognitive, social, and academic development, yet deaf children often face communication barriers because most interactions in their environment rely on spoken language. These barriers depend not only on the child's abilities but also on the readiness of the hearing individuals around them, including parents, teachers, and community members. Communication support for deaf children has commonly been designed around the child alone, with limited attention to the communication needs of the hearing environment. This study aimed to identify sign language communication needs within deaf children's social environments from the perspective of hearing individuals to inform the development of more inclusive communication support. The study used a qualitative needs-assessment design and involved parents, teachers, special education students, and community members selected through purposive sampling. Data were collected through in-depth interviews, focus group discussions, and observations, then analyzed thematically with triangulation. The findings show that communication barriers arise from the interaction between children's communication characteristics and environmental readiness, and identify five interrelated needs: sign language proficiency, visual communication elements, visual media, adaptive strategies, and broader environmental support.
Co-Authors Aini Qurotullain Anira Zakiyyah Febrianti Fadly Halim Hutasuhut Hernawati, Tati Meggy, Hendriano Naila Cynthia Fajrin Ningsih, Kholifatul Novita Prinanda Gustarina Ridwan Ranti Novianti Reighina Faridah Solihah Ristria Ningrum Sarmita Anatasya Shofiyyah Ilma Nafisah Sakha Susilawati, Sinta Yuni Wafda Arafah Khairunnisa Yoga Budhi Santoso Zulfa Rahmah Effendi