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All Journal Jurnal Konseling dan Pendidikan Edunesia : jurnal Ilmiah Pendidikan
Eryana Fatimasari Retno Budiati
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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CIP: an alternative career guidance model to improve self-understanding and work understanding for deaf students Endang Pudjiastuti Sartinah; Esa Nur Wahyuni; Eryana Fatimasari Retno Budiati
Jurnal Konseling dan Pendidikan Vol 11, No 2 (2023): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/198700

Abstract

The Cognitive Information Processing (CIP) career guidance model is an approach that emphasizes the reconstruction of the mind to achieve self-understanding and understanding of work.  This research examines the CIP career guidance model to improve self-understanding and work understanding in deaf students. This research uses a single-subject design with a pretest-posttest on 12 deaf students in Indonesia. Data collection uses the self-understanding and work understanding Instrument developed by researchers, intervention workbooks, observation instruments, and interviews. Data analysis of this study using non-parametric statistics with the Wilcoxon Test. The results showed that CIP, a career guidance model for deaf students, can improve the knowledge and skills of self-understanding and work understanding. Thus, CIP can be used as a career guidance model for deaf students to improve their self-understanding and work understanding.
Literature Study: Implementation of an Adaptive Curriculum for Students with Special Needs in Inclusive Schools Ana Rafikayati; Reza Akbar Fauzan; Eryana Fatimasari Retno Budiati; Budiyanto Budiyanto; Endang Pudjiastuti Sartinah
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1143

Abstract

This study reviews how adaptive curricula are implemented for students with special needs in inclusive schools and identifies dominant strategies, challenges, and enabling factors. Using a systematic literature review approach, the study screened 100 publications from Google Scholar, selected 40 for abstract and title relevance, and analyzed 20 articles published between 2020 and 2025. The synthesis shows that inclusive schools generally still rely on the national curriculum, while adaptation is carried out through accommodation and modification strategies such as escalation, duplication, substitution, and omission. Effective implementation depends on teacher competence, school leadership, parental involvement, and available resources. However, limited training, inadequate infrastructure, and weak cross-stakeholder coordination remain persistent barriers. The findings suggest that an adaptive curriculum is not merely a technical adjustment but a central mechanism for ensuring equitable participation and meaningful learning outcomes for students with special needs in inclusive settings. This review offers practical implications for teachers, school leaders, and policymakers in strengthening inclusive education.
Co-Authors Budiyanto Budiyanto Endang Pudjiastuti Sartinah Esa Nur Wahyuni Rafikayati, Ana Reza Akbar Fauzan