Article Per Year (5 Year)
p-Index From 2020 - 2025
0.983
P-Index
This Author published in this journals
All Journal Jurnal Ilmu Pendidikan Journal of Education for Sustainability and Diversity Proceeding of International Conference on Special Education in South East Asia Region
Jatiningsiwi, Tata Gading
Unknown Affiliation
Religion Humanities Education Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Implementation of Phenomenological Studies in Education: A Literature Study Ediyanto, Ediyanto; Jatiningsiwi, Tata Gading; Hastuti, Wiwik Dwi; Novianti, Ranti
Proceeding of International Conference on Special Education in South East Asia Region Vol. 2 No. 1 (2023): 13th International Conference on Special Education in South East Asia Region (I
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v2i1.348

Abstract

Phenomenology is a science that discusses and reveals visible events or phenomena. The diversity of phenomenological research makes questions about phenomenological methods even more urgent. Several recent studies still overlap between phenomenological and case study research, where theoretically and practically, the two methods have different goals. This research aims to explore the current implementation of phenomenological methods through a literature review and examining crucial matters in phenomenological research. The Current study uses a systematic literature review method consisting of 3 stages: selection of the articles, analysis of studies, and categorization of the articles. The study results show that there were 20 previous studies reviewed. The implementation of the phenomenological method carried out in previous studies needs to follow the concept of phenomenology. In English language studies, 9 out of 10 studies provided study results according to the chosen method. Only one article was less suitable because it did not show the results of interviews that had been conducted. Then, in the Indonesian language study, 9 out of 10 did not show the results of the interviews that had been conducted. 7 out of 10 Indonesian language studies did not explain the sampling technique, and 2 out of 10 did not explain the participants in the study.
Analysis of Special Guidance Teachers in Malang City Based on Teacher Competencies Ediyanto, Ediyanto; Novianti, Ranti; Hastuti, Wiwik Dwi; Riswari, Fina; Rizqianti, Nindya Ayu; Jatiningsiwi, Tata Gading
Proceeding of International Conference on Special Education in South East Asia Region Vol. 2 No. 1 (2023): 13th International Conference on Special Education in South East Asia Region (I
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v2i1.349

Abstract

A Special Guidance Teacher is a teacher who has a special education/exceptional education background or who has received training in special education/exceptional education and is assigned to an inclusive school. A Special Guidance Teacher must be based on several main competencies such as pedagogic, personality, professional, and social. The purpose of this paper is to describe the situation in the field regarding the potential of accompanying teachers for Special Need Students based on the basic competencies of teachers. This is expected to encourage the process of realizing performance products that can support the quality of professional education as evidenced by the competencies possessed by Special Need Students and companion teachers along with adequate professional allowances according to the standard of living of a well-off society. The method used is the descriptive qualitative method. The research subjects were 3 Special Guidance Teachers and a Shadow with data collection techniques interview techniques, and literacy. Data analysis uses the Miles & Huberman (1992) interactive analysis model. Based on the results of the study, overall teacher competence in Special Guidance Teachers in Malang can be said to be quite good. In detail, the ability of Special Guidance Teachers competence in pedagogical and professional competence is still lacking, while the ability of Special Guidance Teachers in personality and social competence is good. Based on the research findings, there are several suggestions, among others: 1) For policymakers, it is hoped that the results of the study can be used to make new policies, conduct training, and coaching to improve the quality of teacher educators, especially for disabilities. 2) For Special Guidance Teachers, it is expected to utilize the research results as a reference to improve teacher competence to create disability-friendly schools. 3) For future researchers, it is hoped that research will be carried out more carefully and thoroughly on aspects of the needs and abilities of Special Guidance Teachers so that the competence of teachers with disabilities is better and more appropriate.
Cybergogy Theory Approach in the Implementation of Inclusive Education in Higher Education: A Literature Study Jatiningsiwi, Tata Gading; Ediyanto, Ediyanto; Ummah, Umi Safiul
Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v3i1.468

Abstract

The implementation of inclusive education cannot be separated from the times. Currently, the era of massive use of technology, including in the scope of education. The purpose of this study is to examine the theory of cybergogy about inclusive education in higher education. The method used is a systematic review of the literature. The literature review was conducted by selecting articles from journals published within 5 years (2020-2024). The steps taken in this research are plan review, conduct review, and document review. The results of the literature study revealed that the cybergogy learning strategy significantly impacts students' learning experience. The cybergogy model activates cognitive, emotional, and social factors, and influences participation in online learning. However, there is still little literature that discusses the implementation of inclusive education using the cybergogy approach. Even though there are many studies on the use of technology in education, it seems that the application of cybergogy theory to inclusive education in higher education has not received much attention. Based on the analysis of the basic principles of cybergogy, there is an opportunity to combine the cybergogy approach with its implementation in inclusive education in higher education.
Education for Student with Cerebral palsy on Reducing Drooling through Oral Motor Exercise Damri, Damri; Nurhastuti, Nurhastuti; Putri, Sintia; Putri, Sentia Andani; Jatiningsiwi, Tata Gading; Iliško, Dzintra
Jurnal Ilmu Pendidikan Vol 30, No 1 (2024): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i1p48-58

Abstract

This study aims to reduce drooling through oral motor exercises for cerebral palsy students in Special School in Padang, Indonesia. This study used quantitative research methods with a Single Subject Research (SSR) approach with A-B-A design from February to September 2021. The research data was collected by observing one child with cerebral palsy, recording events, and assessing oral motor exercise. All data was analyzed descriptively using visual graph analysis tools. Overall, the results showed that oral motor exercise effectively reduced drooling in cerebral palsy students. This was evidenced by the mean level obtained in the baseline-1 (A1) condition, which was 14.66; in the intervention condition (B), it decreased to 8.15; and in the baseline-2 (A2) condition, it again reduced to 3. Then, the results of data analysis in the conditions and between conditions also showed a tendency toward stability, an estimated directional tendency, and data trace and level changes that decreased positively. The percentage of overlap in the baseline-1 (A1) condition is 0%, while the percentage of overlap in the baseline-2 (A2) condition is 15 percent so the hypothesis can be accepted. These findings imply that the selection of oral motor exercises effectively reduces drooling in students with cerebral palsy
Bibliometric Analysis on the Implementation of Heutagogy and Cybergogy in Inclusive Education for Higher Education Jatiningsiwi, Tata Gading; Ummah, Umi Safiul; Zainal, Mohd Syazwan Bin; Kawai, Norimune; Cheong, Loh Sau; Low, Hui Min
Journal of Education for Sustainability and Diversity Vol. 3 No. 2 (2025)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i2.651

Abstract

Inclusivity in education has become the worldwide for over 30 years, including in Indonesia. The models of learning became important to achieve learning goals. But, limited literature examines the implementation of heutagogy and cybergogy theories in learning models for higher education in inclusive settings. This study aims to examine how heutagogy and cybergogy theoretical approaches can be associated with inclusive education for higher education. The method used was bibliometric analysis. After filtered, 79 articles were found between 2019-2024, and they will be analyzed using performance analysis, science mapping, and visualization. The findings show that the implementation of heutagogy and cybergogy theories in inclusive education for higher education has not been widely studied. The research trends are around COVID-19, pedagogy, character education, and augmented reality. Further, only one study discusses the heutagogy approach to disability in higher education, but no study discusses the cybergogy approach to inclusive education in higher education, also no study discusses the approach through these two theories together in the practice of inclusive education for higher education.
Co-Authors Cheong, Loh Sau Damri Damri Ediyanto Iliško, Dzintra Kawai, Norimune Low, Hui Min Nurhastuti, Nurhastuti Putri, Sentia Andani Putri, Sintia Ranti Novianti Riswari, Fina Rizqianti, Nindya Ayu Umi Safiul Ummah Wiwik Dwi Hastuti Zainal, Mohd Syazwan Bin