Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Wahana Pendidikan
Putra, Andi Dewangga Permana
Unknown Affiliation
Religion Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Persepsi Mahasiswa Disabilitas Sensorik Rungu terhadap Inovasi Pembelajaran Bahasa Inggris Dapa, Aldjon Nixon; Putra, Andi Dewangga Permana; Ismail, Ismail
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 19 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13917172

Abstract

This study aims to explore the perceptions of students with Deaf Sensory Disabilities (DSR) towards English language learning innovations after the initial implementation stage. Qualitative methods were used by conducting in-depth focus group discussions involving a number of DSR students who are currently studying for higher education. The results of the study indicate that DSR students have diverse views on the English language learning innovations that have been implemented. Several key findings include: (1) an increase in learning motivation with the use of visual and interactive technology, (2) the important role of various parties in supporting learning, and (3) the need for adaptation of learning materials that are more in line with the characteristics of DSR students. Challenges identified include limited understanding of linguistic components by DSR students and lack of peer support. This study concludes that English language learning innovations have significant potential to improve learning effectiveness, but need to be adapted to the specific needs of DSR students. Implications of this study include recommendations for the development of more inclusive curricula and teaching methods in higher education.
Transbahasa: Sebuah Pendekatan yang Mendukung Siswa dengan Hambatan Pendengaran Putra, Andi Dewangga Permana
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 24 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10727296

Abstract

Students with hearing impairments have common problems in everyday life regarding language and communication. This also includes the field of education where students with hearing impairments often do not have equal access to communication, both academic and non-academic. A new approach, translingualism, is seen as capable of responding to this challenge. This literature review aims to explore how this approach can be used in the pedagogical process for students with hearing impairments. A total of three studies were included in this review. The results and discussion are presented in this article
Universal Design for Learning pada Praktik Pendidikan Inklusif: Analisis Sistematis terhadap Model, Strategi, dan Dampaknya di Sekolah Azizah, Aulia; Wulandari, Rani; Putra, Andi Dewangga Permana
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 12.D (2025): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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

Abstract

Universal Design for Learning (UDL) is a curriculum design framework that aims to accommodate learner diversity through flexibility in material representation, ways of acting and expressing competencies, and learning engagement. This study conducted a Systematic Literature Review (SLR) of 15 international scientific articles discussing the implementation of UDL at various levels of education. This study analyzed the conceptual model of UDL, implementation strategies, and its impact in the context of inclusive education in schools. The study results indicate that the UDL model consistently refers to three main principles: representation, action and expression, and engagement, which have been proven to improve learning accessibility, instructional differentiation, and the quality of learning interactions. The most common implementation strategies include the provision of multimodal materials, alternative assessment options, student interest-based adaptations, and the integration of assistive technology. The positive impact of UDL is seen in increased student engagement, learning effectiveness for students with special needs, and teacher competency in designing inclusive learning, although long-term quantitative evidence is still limited. This study confirms that UDL has significant potential to support inclusive education practices. However, optimal implementation requires teacher training, institutional support, and ongoing evaluation.
Co-Authors Aldjon N. Dapa Aulia Azizah Ismail Ismail Rani Wulandari