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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Arsitektura : Jurnal Ilmiah Arsitektur dan Lingkungan Binaan Journal of Disability Jurnal Pendidikan Progresif
Joko Yuwono
Sebelas Maret University
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Evaluasi Aksesibilitas Sarana dan Prasarana di Universitas Sebelas Maret melalui Pemetaan Spasial Ummul Mustaqimah; Munawir Yusuf; Joko Yuwono; Mahardika Supratiwi; Redydian Adhitya Nugraha
Arsitektura : Jurnal Ilmiah Arsitektur dan Lingkungan Binaan Vol 22, No 2 (2024): Arsitektura: Jurnal Ilmiah Arsitektur dan Lingkungan Binaan
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/arst.v22i2.93469

Abstract

Universitas Sebelas Maret is committed to strengthening its inclusive identity by providing accessible facilities and infrastructure for people with disabilities. This research evaluates existing conditions and their conformity with building regulations. The goal is to provide information on accessible facilities and infrastructure, as well as to offer recommendations for improving them based on the principles of ease, safety, and comfort for people with disabilities within the UNS campus. The mapping was conducted through field surveys across all campus buildings, covering attributes such as ramps, pedestrian pathways, guide paths, toilets, elevators, and designated parking, in accordance with PUPR No. 14 of 2017. The results show that many facilities and infrastructure do not meet the required physical standards, indicating a need for better future planning to optimize accessibility.
GUIDANCE AND COUNSELING SERVICES FOR CHILDREN WITH SPECIAL NEED IN INCLUSIVE PRIMARY SCHOOLS Dewi Sri Rejeki; Mahardika Supratiwi; Herry Widyastono; Gunarhadi Hermawan; Joko Yuwono; Leni Ambar Cahyani
Journal of Disability Vol 4, No 2 (2024): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i2.94846

Abstract

Children with special needs often face complex challenges beyond their primary disability. These challenges can significantly impact their overall well-being and academic performance. This study aimed to assess the provision of guidance and counseling services for ABK in inclusive primary schools in Surakarta, Indonesia. A survey involving 10 inclusive primary schools was conducted, utilizing questionnaires and semi-structured interviews with teachers and parents. Data analysis employed descriptive analysis of both quantitative and qualitative data. The findings indicate that while most inclusive primary schools in Surakarta offer guidance and counseling services, these services are often limited by factors such as a lack of specialized personnel, inadequate infrastructure, and insufficient time allocation. Additionally, the integration of guidance and counseling services into classroom activities can be challenging due to diverse student needs. To enhance the effectiveness of guidance and counseling services for ABK, it is crucial to provide adequate training for teachers, allocate dedicated time and space for these services, and foster strong collaboration between schools, families, and community organizations.
The Effect of the PECS Method on Vocabulary Mastery of Children with Autism at SLB Negeri Purworejo Nabitatus Sa'adah; Joko Yuwono; Sugini Sugini
Journal of Disability Vol 5, No 1 (2025): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v5i1.105107

Abstract

This study aims to determine the effect of the Picture Exchange Communication System (PECS) method on the vocabulary acquisition of children with autism at SLB Negeri Purworejo in the 2024/2025 academic year. The research employs a quantitative approach using a single-subject experimental method (Single Subject Research) with an A-B-A design. The subjects of the study were two ninth-grade students with autism spectrum disorder. Data were collected using a multiple-choice vocabulary test consisting of 16 items. The results showed an increase in vocabulary scores after the PECS method intervention. Data from the first baseline phase showed low and very low scores, while the intervention phase showed a stable increase. These findings indicate that the PECS method has a positive effect on the vocabulary acquisition of children with autism.
THE RELATIONSHIP BETWEEN PARENTAL SOCIAL SUPPORT FOR AUTISTIC CHILDREN AND THE SOCIAL INTERACTION OF AUTISTIC CHILDERN IN SLB N SURAKARTA Mutiara Hanuun Atsilah; Joko Yuwono; Sugini Sugini
Journal of Disability Vol 4, No 1 (2024): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i1.92853

Abstract

This study aims to determine the correlations between parental social support for children with autism and the social interaction of children with autism at SLB N Surakarta. This research is a correlational quantitative study. The subjects of the research were 31 parents who have children aged 7-20 years. The sampling technique used was non-probability sampling with purposive sampling. Data collection technique using Likert scale instruments, consisting of a social support instrument and a social interaction instrument. The social support questionnaire used was a  based on the theory of Wangi & Budisetyani (2020), which has 4 aspects and was developed into 40 statement items. The reliability test of the instrument used Cronbach’s Alpha, yielding a correlation coefficient of 0.837. The social interaction questionnaire based on the theory of Syahrial Syarbaini and Rudiyanta (as cited in Setyawan, 2016), which has 2 aspects and was developed into 40 statement items. The Cronbach’s Alpha reliability test on the social interaction instrument yielded a correlation coefficient of 0.905. The research results were analyzed using Pearson product-moment correlation test, yielding a calculated r-value of 0.618, with a significance level of p (0.000) < p (0.05), which means H0 is rejected and Ha is accepted. Therefore, it can be concluded that there is a strong correlation between parental social support for children with autism and the social interaction of children with autism.
Assessing Inclusivity of Faculties and School at Sebelas Maret University Utilizing UNS Inclusion Metric Standards Munawir Yusuf; Joko Yuwono; Ummul Mustaqimah; Mahardika Supratiwi; Leni Ambar Cahyani
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Assessing Inclusivity of Faculties and School at Sebelas Maret University Utilizing UNS Inclusion Metric Standards. Objectives: There are many problems in implementing inclusive education in higher education. Therefore, it was needed to conduct a research that discusses the level of inclusivity comprehensively starting from attitudes, policies, to implementation in higher education. Methods: This research aimed to determine the level of inclusivity of 15 faculties at UNS through a survey of lecturers, education staff and students. The instrument used was the UNS Inclusion Metric which consists of an attitude assessment and a self-evaluation report form (LED). Data analysis was carried out by calculating the total score, average and standard deviation (SD). Findings: The research results showed that FKIP, FMIPA, and FISIP exhibit high inclusivity scores, indicating a strong commitment to inclusivity. FEB, FH, FIB, FSRD, FIK, FK, FPsi, and FPet were in the moderate inclusivity category. Meanwhile, FATISDA, FT, and FP showed low inclusivity scores, indicating significant challenges in achieving full inclusivity. Conclusion: These findings highlight the importance of inclusive training for lecturers and staff and the need to overcome physical barriers to achieve an inclusive educational environment. Keywords: inclusivity, UNS inclusion metric, higher education.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202480
Various Strategies to Increase Sensitivity in Inclusive Schools Husnul Istiqomah; Sunardi Sunardi; Joko Yuwono
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110797

Abstract

Sensitivity toward students with disabilities is a crucial element in fostering an inclusive learning environment. However, schools labeled as inclusive are not always able to demonstrate adequate sensitivity in their daily educational practices. This study aims to identify and analyze strategies for enhancing sensitivity toward students with disabilities in inclusive schools through three main dimensions: teacher strategies, student strategies, and school policy strategies. The study employed a qualitative approach with a case study design at an inclusive elementary school in Banjar Regency, South Kalimantan. The participants consisted of 20 teachers selected purposively, including 6 classroom teachers, 2 subject teachers, and 12 special education teachers. Data were collected through an open-ended questionnaire administered via Google Forms and analyzed using thematic analysis. Data trustworthiness was maintained through source triangulation across participant groups. The findings revealed three main strategies for enhancing sensitivity. Teacher strategies were manifested in instructional adjustments, differentiated teaching strategies, and role modeling in fostering empathy. Student strategies were reflected in collaboration, positive social contact, dialogue on diversity, and the habituation of nondiscriminatory interaction. School policy strategies were strengthened through supportive leadership, reflective forums, the habituation of inclusive values, and partnerships with parents and the community. This study confirms that sensitivity toward students with disabilities is not merely an individual attitude, but rather a collective school competence shaped pedagogically, socially, and institutionally. The implications of the study indicate that strengthening sensitivity can be achieved through realistic and low-cost measures, such as teacher reflection forums, peer support systems, the habituation of inclusive values, and the strengthening of partnerships with parents.
Co-Authors Dewi Sri Rejeki Gunarhadi Hermawan Herry Widyastono Husnul Istiqomah Leni Ambar Cahyani Mahardika Supratiwi Munawir Yusuf Mutiara Hanuun Atsilah Nabitatus Sa'adah Redydian Adhitya Nugraha Sugini Sugini Sunardi Sunardi Ummul Mustaqimah