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All Journal Curricula: Journal of Curriculum Development Inovasi Kurikulum
Prinanda Gustarina Ridwan
Universitas Pendidikan Indonesia

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Strengthening self-confidence of students with visual impairment through STAD and Jigsaw: A case study in inclusive lectures Zulfa Rahmah Effendi; Fajar Indra Septiana; Prinanda Gustarina Ridwan; Aini Qurrotullain
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.85858

Abstract

The application of cooperative learning for students with visual impairments in lectures focusing on behavior modification of children with special needs has been rarely studied in depth. Therefore, this study investigates the impact of cooperative learning on the self-confidence of students with visual impairments in the Behavior Modification of Children with Disabilities course. The study employed a qualitative case study design involving two students with low vision and six regular students as supporting informants. The Student Teams Achievement Divisions (STAD) and Jigsaw cooperative learning types were applied for six meetings. Data were collected through observation, in-depth interviews, and documentation, and analyzed thematically. The results demonstrate that cooperative learning can foster an inclusive environment that enhances the self-confidence of students with visual impairments. This is evident in their increased active participation and courage in interacting with classmates and lecturers. The main supportive factors are empathy from classmates and positive reinforcement from lecturers. However, there are also inhibiting factors: internal anxiety, which impacts self-confidence, and a lack of understanding from the surrounding environment about the impact of visual impairment on students with visual impairments.   Abstrak Penerapan pembelajaran kooperatif khususnya bagi mahasiswa dengan gangguan penglihatan dalam konteks perkuliahan yang berfokus pada modifikasi perilaku Anak Berkebutuhan Khusus (ABK) masih jarang dikaji secara mendalam. Maka dari itu, penelitian ini bertujuan mengkaji pembangunan kepercayaan diri mahasiswa dengan gangguan penglihatan melalui pembelajaran kooperatif dalam perkuliahan Modifikasi Perilaku ABK. Metode penelitian yang digunakan adalah kualitatif dengan desain studi kasus yang melibatkan dua mahasiswa dengan gangguan penglihatan kategori low vision dan enam mahasiswa awas (reguler) sebagai informan pendukung. Pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD) dan Jigsaw diterapkan selama enam pertemuan. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis secara terperinci dan tematik. Hasil menunjukkan bahwa pembelajaran kooperatif dapat menciptakan lingkungan inklusif yang mendukung peningkatan kepercayaan diri mahasiswa dengan gangguan penglihatan. Hal itu terlihat dari adanya peningkatan partisipasi aktif dan keberanian dalam berinteraksi dengan teman sekelas dan dosen. Faktor pendukung utama adalah rasa empati yang diberikan oleh teman sekelas dan penguatan positif yang dilakukan oleh dosen, namun disisi lain terdapat faktor penghambat yaitu kecemasan internal yang berdampak pada rasa percaya dirinya dan kurangnya pemahaman dari lingkungan sekitar mengenai dampak gangguan penglihatan pada kemampuan belajar mahasiswa low vision. Kata Kunci: gangguan penglihatan; kepercayaan diri; pembelajaran kooperatif; pendidikan inklusif
Enhancing teacher competence in identifying student needs through NIMID at inclusive schools Dudi Gunawan; Yoga Budhi Santoso; Prinanda Gustarina Ridwan; Hendriano Meggy; Juhanaini Juhanaini; Nandi Warnandi; Nazwa Laila Putri; Wanda Dwi Rahayu; Elvina Sabriyati
Inovasi Kurikulum Vol. 21 No. 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.74563

Abstract

Inclusive education prepares students to become global citizens who understand cultural, linguistic, and perspective diversity. This is in line with the principle of human rights, which affirms every individual's right to receive a decent education without discrimination. Inclusive education ensures that no student is neglected in the learning process. Competent teachers can create a compelling and quality learning environment. Need Identification Method Inclusive Design (NIMID) training is one way to improve understanding of inclusive education and teacher skills in designing inclusive learning programs. This study aims to measure the effectiveness of Needs Identification Method Inclusion Design (NIMID) training in improving teacher understanding. The experimental design method with a one-group pretest-posttest design was chosen to measure teacher understanding and skills. Non-parametric statistical tests with the Wilcoxon Signed-Rank Test were conducted to analyze the pretest-posttest results. The results showed that NIMID training improved teacher skills in the concept of inclusive education, identification, and assessment, and it was able to develop learning programs tailored to student's needs so that learning was optimal.    Abstrak Pendidikan inklusif mempersiapkan peserta didik menjadi warga dunia yang memahami keberagaman budaya, bahasa, dan perspektif. Hal ini sejalan dengan prinsip hak asasi manusia yang menegaskan hak setiap individu untuk mendapatkan pendidikan yang layak tanpa diskriminasi. Pendidikan inklusif memastikan tidak ada siswa yang diabaikan dalam proses pembelajaran. Guru yang kompeten mampu menciptakan lingkungan belajar efektif dan berkualitas. Pelatihan Need Identification Methode Inclusive Design (NIMID) salah satu cara untuk meningkatkan pemahaman pendidikan inklusif dan keterampilan guru dalam mendesain program pembelajaran inklusif. Penelitian ini bertujuan untuk mengukur tingkat keefektifan pelatihan Needs Identification Method Inclusion Design (NIMID) untuk meningkatkan pemahaman guru. Metode desain eksperimen dengan desain one-group pretest-posttest dipilih untuk mengukur pemahaman dan keterampilan guru. Uji non-parametric statistical dengan Wilcoxon Signed-Rank Test dilakukan untuk menganalisis hasil pretest-posttest. Hasil penelitian menunjukkan bahwa pelatihan NIMID berdampak pada peningkatan kemampuan guru dalam konsep pendidikan inklusif, identifikasi dan asesmen, serta mampu menyusun program pembelajaran yang disesuaikan dengan kebutuhan peserta didik sehingga pembelajaran menjadi optimal. Kata Kunci: kompetensi guru; kebutuhan belajar peserta didik; pelatihan Need Identification Methode Inclusive Design (NIMID)
Adaptasi pembelajaran multisensori untuk siswa prasekolah tunanetra total di SLBN A Citeureup Agus Irawan Sensus; Prinanda Gustarina Ridwan; Jihan Fikriyah
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.809

Abstract

Preschool children with total blindness require adaptive learning approaches that optimize nonvisual sensory modalities to compensate for limited visual access. Although multisensory learning is widely recommended in special education, empirical research on its implementation among young children with total blindness remains limited. This study describes multisensory learning adaptation for preschool children with total blindness at SLBN A Citeureup Cimahi, focusing on learner characteristics, instructional adaptation, teacher roles, the learning environment, and implementation challenges. Using a qualitative instrumental case study design, data were collected through classroom observations, an in-depth teacher interview, and document analysis, then analyzed thematically. Findings show that integrating tactile, auditory, and kinesthetic stimulation was the primary approach supporting concept development, engagement, and independence, with the teacher acting as a sensory mediator through concrete materials and a structured environment. This study affirms multisensory learning as a primary, not merely supplementary, instructional approach for early childhood education of children with total blindness.
Kebutuhan komunikasi anak-anak tunarungu dalam lingkungan sosial: Perspektif individu dengan pendengaran normal. Prinanda Gustarina Ridwan; Tati Hernawati; Ana Fatimatuzzahra; Aini Qurotullain; Zulfa Rahmah Effendi; Reighina Faridah Solihah; Sarmita Anatasya; Shofiyyah Ilma Nafisah Sakha
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.828

Abstract

Communication is a fundamental need that shapes children's cognitive, social, and academic development, yet deaf children often face communication barriers because most interactions in their environment rely on spoken language. These barriers depend not only on the child's abilities but also on the readiness of the hearing individuals around them, including parents, teachers, and community members. Communication support for deaf children has commonly been designed around the child alone, with limited attention to the communication needs of the hearing environment. This study aimed to identify sign language communication needs within deaf children's social environments from the perspective of hearing individuals to inform the development of more inclusive communication support. The study used a qualitative needs-assessment design and involved parents, teachers, special education students, and community members selected through purposive sampling. Data were collected through in-depth interviews, focus group discussions, and observations, then analyzed thematically with triangulation. The findings show that communication barriers arise from the interaction between children's communication characteristics and environmental readiness, and identify five interrelated needs: sign language proficiency, visual communication elements, visual media, adaptive strategies, and broader environmental support.
Co-Authors Agus Irawan Sensus Aini Qurotullain Aini Qurrotullain Ana Fatimatuzzahra Dudi Gunawan Elvina Sabriyati Fajar Indra Septiana Hernawati, Tati Jihan Fikriyah Juhanaini Juhanaini Meggy, Hendriano Nandi Warnandi Nazwa Laila Putri Reighina Faridah Solihah Sarmita Anatasya Shofiyyah Ilma Nafisah Sakha Wanda Dwi Rahayu Yoga Budhi Santoso Zulfa Rahmah Effendi