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All Journal Jurnal Bimbingan dan Konseling Borneo International Education Trend Issues Journal of Educational Development and Learning (JEDAL)
Maliha, Siti
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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STUDI INTERVENSI BAGI GURU DI INDONESIA UNTUK MENANGANI ANAK BERKELUARBIASAAN GANDA (TWE) DI KELAS Maliha, Siti
Jurnal Bimbingan dan Konseling Borneo Vol 4, No 2 (2022): Vol 4 No 2, Desember 2022
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/jbkb.v4i2.3262

Abstract

The talents of TWE (twice-exceptional) children often mask their weaknesses or vice versa. The aim of this intervention study was to increase teachers’ knowledge and familiarities with twice exceptional children as well as to introduce strategies that would enhance the experiences of these children in the classroom. This program for teaching twice-exceptional children was based on the Response to Intervention (RTI) approach (Fuchs Fuchs, 2005) to delivering different types of interventions to students based on their needs. In this research, the intervention consisted of four weeks training including tutorials, focus group discussions (FGDs), role-plays, and evaluations. The research was conducted with 61 primary school teachers from ten primary schools in different regions/districts in Jakarta, Indonesia. There was a pre-intervention test before the implementation of the intervention and a post-intervention test to evaluate the intervention. A mixed-model analysis of variance (ANOVA) has been used to analyse the data. The between-subject factor was Condition (Intervention vs. Control) while the within-subject factor was Time (pre/baseline vs. post/time 2). The intervention sessions resulted in teachers having now learned and being more aware of the characteristics of TWE children with the hope that they will implement the RTI framework in their schoolsKeywords : TWE (twice-exceptional) children, teachers, intervention, RTI (Response to Intervention) framework, familiarity, experiences.
STRATEGI-STRATEGI GURU DI INDONESIA DALAM MENGIDENTIFIKASI ANAK BERKELUARBIASAAN GANDA (TWE) Maliha, Siti
Jurnal Bimbingan dan Konseling Borneo Vol 5, No 2 (2023): Vol 5 No 2, Desember 2023
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/jbkb.v5i2.4852

Abstract

AbstractThere are many children who have talents and perform well in some areas but also have learning difficulties or behaviour problems. Their disabilities combined with their high abilities produce a unique population of students who may fail to demonstrate either high academic performance or specific disabilities. Identifying and recognizing these “twice-exceptional (TWE)” children in the classroom can be challenging for teachers. Thus, it is important for teachers to be able to recognize and understand the characteristics of these children to provide appropriate educational assistance to help them achieve their potential. This research program aimed to determine the strategies teachers used to identify twice-exceptional children in their classrooms in Indonesia by using an online TWE questionnaire and focus group discussions. The questionnaire data has been interpreted through descriptive statistics and thematic analysis guided the interpretation of the focus group discussion data. The result obtained indicated that knowledge of most teachers about TWE children was between slightly and moderately familiar. They are actually quite often working with gifted students with learning difficulties and some with gifted children with emotional difficulties. However, they did not realize that this term of TWE children existed in their schools. They also need to improve their skills for engaging with TWE children in a classroom in terms of identification and teaching strategies. Keywords: TWE (twice-exceptional) children, Teaching strategies, Identification, Familiarities, Teachers
Assessing the Effect of Online Learning Platforms in Promoting Inclusive Education for Students with Disabilities Panggabean, Tongam E; Paramansyah, Arman; Halim, Chandra; Maliha, Siti
International Education Trend Issues Vol. 2 No. 2 (2024): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v2i2.696

Abstract

This study assesses the effectiveness of online learning platforms in promoting inclusive education for students with disabilities. Utilizing a mixed-methods approach, the research combines quantitative data from surveys with qualitative insights from interviews and document analysis. The findings indicate that platforms with comprehensive accessibility features and Universal Design for Learning (UDL) principles significantly enhance educational outcomes and satisfaction for students with disabilities. However, disparities in satisfaction among different disability groups highlight the need for more tailored accommodations. Key themes identified include accessibility, usability, support, engagement, and persistent challenges. The study concludes that while online learning platforms have made significant strides, continuous improvement and stakeholder collaboration are essential for optimizing inclusivity and educational equity.
Implementation of Individual Counseling for Inclusion-Based Teachers in Bulungan Regency, North Kalimantan Maliha, Siti; Rahmi, Siti
Journal of Educational Development and Learning (JEDAL) Volume 2, Issue 1, August 2025
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/zpyt7e74

Abstract

This study aims to describe the implementation of individual counseling given to teachers in inclusive schools in dealing with learning problems with students with special needs (ABK) in Bulungan Regency, North Kalimantan. This study uses a qualitative approach with a case study method. The subjects of the study were teachers and school counselors from three inclusion primary and secondary schools. The results of the study showed that individual counseling services were carried out with a flexible and collaborative approach, including teacher needs assessment, emotional mentoring, learning strategies, and mediation in classroom problems. Counselors play an active role as professional companions in supporting teachers to understand the characteristics of ABK and adjust inclusive learning methods. Despite obstacles such as the limited number of counselors and the lack of inclusive education training, the implementation of individual counseling has been proven to have a positive impact on teachers' readiness and ability to create friendly and adaptive learning for all students. In conclusion, individual counseling for teachers is an integral part of the support system in inclusive education in this region.
Co-Authors Chandra Halim Panggabean, Tongam E Paramansyah, Arman Siti Rahmi, Siti