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All Journal International Research Based Education Journal IJoLE: International Journal of Language Education Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat
Ekasari, Diah
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Training On The Development Of Differentiated Learning Tools For Inclusion Teachers At Labschool UNESA Lidah Wetan Surabaya Dwirisnanda, Danis Ade; Wijiastuti, Asri; Widajati, Wiwik; Nur, Devina Rahmadiani Kamaruddin; Ekasari, Diah
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 9 No. 3 (2024): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v9i3.2125

Abstract

Children with special needs can be interpreted as children who are slow or have disorders (retarded) who will never succeed in school for children in general. Children with special needs can also be interpreted as children who have physical, mental, intelligence and emotional disorders so that special learning is required. Children with special needs have a classification, namely physical disorders, mental disorders, behavioral disorders. Children with Special Needs (ABK) are increasingly being found day by day. ABK who appear are not only those who are slow to understand lessons slow learners, stand out / gifted or berkabat, but also those who are hyperactive, autistic and other types of ABK. The importance of handling students in the ABK category is very necessary because the success of basic education is very important for students to be able to continue their education at the next level, therefore, teachers in schools need to be given insight, introduction and training about ABK knowledge and methods of handling it. Currently, the Labschool Unesa Lidah Wetan neighborhood school has 9 students with special needs spread across elementary school levels, at school they are served by class teachers and several parents who accompany them while studying. Their disorders tend to be autism and lack of focus. Class teachers and parents of students do not yet have adequate knowledge about special needs, therefore knowledge and understanding of handling special needs are needed so that teachers and parents can work together in providing services, so that they will provide optimal results. This training was conducted for representatives of the inclusive teachers of the Labschool Unesa Lidah Wetan neighborhood school, totaling 16 people. This training activity aims to equip inclusive teachers in handling children with special needs. This training is given to inclusive teachers with special needs students who really need special attention and treatment. The training is conducted in the form of workshops or seminars with theory and practice provided in a balanced manner. Implementation in the classroom will be monitored by the PKM team. The results will be analyzed by describing the implementation of the training results in the field, as well as describing changes in handling special needs students.
The Effect of Class Teachers' Self-Efficacy on Inclusive Education Services for Special Needs Children in Inclusive Schools Nur, Devina Rahmadiani Kamaruddin; Dwirisnanda, Danis Ade; Minarsih, Ni Made Marlin; Ekasari, Diah; Ludfi, Muhammad Kholid Ni’amul; Rosyidah, Amalia Batul
International Research-Based Education Journal Vol 6, No 1 (2024)
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um043v6i1p116-127

Abstract

This study aims to understand the Effect of Teachers' Self-Efficacy on Inclusive Education Services for Special Needs Children in Inclusive Schools. The variables studied were Class Teachers' Self-Efficacy as an independent variable (X) and teacher attitudes toward inclusive education services as a dependent variable (Y). The method used is quantitative research, with cluster sampling technique. This research will involve 12 inclusive elementary schools representing the western, eastern, northern, southern and central parts of Surabaya. Participants of this study were teachers from inclusive public elementary school in Surabaya (N = 125). The instrument used to measure teacher efficacy is Teacher Efficacy for Inclusive Practice (TEIP), while Multidimensional Attitudestoward Inclusive Education Scale (MATIES) was used to measure teacher attitudes toward inclusive education service. Processing methods of data analysis in hypothesis testing using regression analysis. The data analysis processing method in hypothesis testing uses regression analysis to test relationships between the independent variable (teacher self-efficacy) and the dependent variable (Special Needs Children service attitudes at school). There is a role of teacher efficacy on teacher attitudes towards inclusive education services. The results of the research show that there is an influence between Class Teacher Self-Efficacy on Special Education Services in Inclusive Schools as indicated by the t-count > t-table (4.016 > 1.657) and by the probability value (p <α; 0.000 < 0.05) , with an influence contribution of 0.16 (16%).
Language Skills of Deaf Students Using The Computer Assisted Instruction (CAI) Application Program Model Wagino, W.; Abidin, Zaenal; Ekasari, Diah; Pujiastuti, Asri; Sukartiningsih, Wahyu
International Journal of Language Education Vol. 9, No. 3, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.77395

Abstract

Language skills are crucial for deaf students as they facilitate communication, education, and social integration. Without adequate language proficiency, deaf students face difficulties in academic learning and personal development. This research explores how the Computer-Assisted Instruction (CAI) application model enhances the language skills of deaf students by integrating technology-based learning tools. The study employs a Research and Development (R&D) approach using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. The CAI model incorporates multimedia elements, including text, animations, videos, and interactive exercises, to enhance reading comprehension, writing abilities, and vocabulary acquisition. The program is designed using Macromedia Director and other supporting software to create an interactive learning environment tailored for deaf students. Findings indicate that the CAI model significantly improves reading comprehension, writing skills, and vocabulary retention. Students show increased motivation, engagement, and self-paced learning abilities. Teachers report improved student participation and communication through visual-based learning tools. However, challenges such as accessibility to digital resources and teacher training need to be addressed. The study highlights CAI’s effectiveness in promoting inclusive education for deaf students. Future research should explore AI-driven adaptive learning, gamification, and real-time speech-to-text translation to further enhance digital learning for deaf students. The integration of CAI in special education presents a transformative approach to improving language skills and educational outcomes for deaf learners.
Co-Authors ASRI WIJIASTUTI Dwirisnanda, Danis Ade Ludfi, Muhammad Kholid Ni’amul Minarsih, Ni Made Marlin Nur, Devina Rahmadiani Kamaruddin Pujiastuti, Asri Rosyidah, Amalia Batul Wagino, W. WAHYU SUKARTININGSIH Wiwik Widajati Zaenal Abidin