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All Journal At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Arus Jurnal Pendidikan Journal of Artificial Intelligence and Digital Business Indonesian Journal of School Counseling: Theory, Application, and Development EDUJAVARE: International Journal of Educational Research
Wulandani, Nur
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Metode Bimbingan Konseling Theraplay Pada Keluarga Anak Down Syndrom Mutahara B, Nurul; Saleh, Wizerty A; Latif, Suciani; Fitri, Qawiyyan; Wulandani, Nur
Indonesian Journal of School Counseling: Theory, Application, and Development Volume 4 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijosc.v4i3.68759

Abstract

Penelitian ini bertujuan untuk kepada keluarga dengan anak berkebutuhan khusus, khususnya anak penderita Down Syndrome, melalui peneraan terapi bermain theraplay. Menggunakan pendekatan kualitatif dengan metode studi kasus, data dikumpulkan melalui observasi dan wawancara. Penilaian dilakukan berdasarkan sembilan aspek Kualitas Keluarga untuk mengidentifikasi masalah seperti perbedaan pola asuh antara orang tua, keterbatasan waktu, dan penolakan terhadap anak berkebutuhan oleh salah satu saudara kandungnya. Intervensi mencakup dua sesi: diskusi keluarga untuk membahas permasalahan dan sesi terapi untuk membangun interaksi positif. Hasil penelitian menunjukkan peningkatan komunikasi dan kerja sama antara orang tua, pemahaman yang lebih baik antar anggota keluarga, serta terciptanya lingkungan keluarga yang positif. Melalui kegiatan bermain bersama, keluarga membangun hubungan yang lebih erat dan suasana yang hangat serta mendukung. Penelitian ini menekankan pentingnya pendekatan terapi berbasis permainan seperti theraplay dalam memperbaiki dinamika keluarga dan mendukung perkembangan anak berkebutuhan khusus. Temuan ini berkontribusi pada pemahaman tentang intervensi holistik untuk keluarga dengan tantangan serupa.
AI in Education: Revolutionizing Personalized Learning Experiences Wulandani, Nur; Mu’ti, Yafita Arfina; Ulfa, Risa Alfiyah
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i2.797

Abstract

The rapid adoption of artificial intelligence (AI) technologies in education presents opportunities and challenges for personalized learning. Despite its potential to adapt to diverse student needs, integrating AI into educational systems has been met with barriers such as inadequate infrastructure, teacher preparedness, and ethical concerns regarding data privacy and algorithmic bias. This study explores the impact of AI-driven personalized learning tools in secondary and higher education institutions, evaluating their effectiveness and the challenges educators and students face. Using a qualitative research approach, the study employed semi-structured interviews, focus group discussions, and document analysis across five educational institutions in Indonesia. The findings reveal that AI tools can potentially enhance personalized learning, significantly improving engagement and academic performance. However, challenges such as insufficient teacher training, infrastructure limitations, and concerns over data privacy were identified as critical barriers to successful implementation. The study concludes that AI in education can offer transformative benefits, but comprehensive support systems, including teacher training, improved infrastructure, and ethical considerations, must accompany its adoption. This research contributes to understanding how AI can be effectively integrated into education and provides valuable insights for policymakers, educators, and technology developers.
Optimalisasi Pendidikan Inklusif: Peran Teknologi Adaptif dalam Meningkatkan Well-Being Anak Berkebutuhan Khusus Wulandani, Nur
Arus Jurnal Pendidikan Vol 5 No 2: Agustus (2025)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v5i2.1592

Abstract

Inclusive education in Indonesia continues to face complex challenges such as limited infrastructure, social stigma, and low teacher competencies, which affect the well-being of children with special needs (ABK). This study explores the optimization of inclusive education through the use of adaptive technology based on artificial intelligence (AI) to improve ABK’s school-related subjective well-being. A literature review of 30 scholarly articles (2021–2025) using thematic analysis identified five major themes: (1) structural and psychological barriers in implementing inclusion, (2) the potential of AI as adaptive technology for early detection and personalized learning, (3) the influence of inclusion on ABK well-being shaped by family and social support, (4) the integration of religious-cultural values to strengthen social acceptance, and (5) the importance of educational interventions through teacher training. The findings highlight that inclusive approaches integrating adaptive technology, cultural values, and teacher training can enhance ABK well-being and provide a foundation for responsive educational practices in Indonesia.
Pendidikan Inklusif dan Pemberdayaan Siswa Berkebutuhan Khusus: Analisis Dampaknya terhadap Kemandirian dan Partisipasi Sosial Wulandani, Nur; Sarumaha, Martiman S.; Malintang, Jimmy; Nasril, Nasril; Arafat, Yasir
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 4 (2026): November - January
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i4.3441

Abstract

Penelitian ini bertujuan untuk menganalisis dampak penerapan pendidikan inklusif terhadap pemberdayaan siswa berkebutuhan khusus (ABK), khususnya dalam aspek kemandirian dan partisipasi sosial mereka. Metode yang digunakan dalam penelitian ini adalah metode penelitian pustaka (library research) dengan pendekatan kualitatif. Peneliti mengumpulkan, menganalisis, dan mensintesis data dari berbagai sumber literatur primer dan sekunder, seperti jurnal akademis, buku, laporan penelitian, dan artikel ilmiah terkait pendidikan inklusif, pemberdayaan ABK, kemandirian, dan partisipasi sosial. Hasil analisis menunjukkan bahwa pendidikan inklusif memiliki dampak signifikan dan positif terhadap pemberdayaan ABK. Lingkungan inklusif yang menekankan pada penerimaan, kurikulum yang diferensiasi, dan dukungan yang terindividualisasi terbukti meningkatkan rasa percaya diri, keterampilan hidup sehari-hari, dan kemampuan akademik siswa. Faktor kunci lainnya adalah pelatihan guru dalam strategi pedagogis inklusif dan kolaborasi dengan tenaga profesional seperti terapis. Pencapaian dalam ranah ini secara kumulatif membangun fondasi yang kuat bagi tumbuhnya kemandirian ABK, memampukan mereka untuk membuat keputusan dan mengelola diri mereka dengan lebih baik. Di sisi lain, interaksi yang setara dengan teman sebaya non-disabilitas dalam berbagai aktivitas, baik akademik maupun non-akademik, memfasilitasi pengembangan keterampilan sosial, empati, dan rasa memiliki. Interaksi sosial ini secara langsung memperluas jaringan pertemanan dan membangun kepercayaan diri ABK untuk terlibat secara aktif dalam komunitasnya. Dengan demikian, pendidikan inklusif tidak sekadar menyatukan tempat belajar, tetapi secara sistematis mendorong partisipasi sosial yang lebih bermakna, setara, dan inklusif, yang pada akhirnya merekonstruksi paradigma masyarakat tentang disabilitas. Secara keseluruhan, temuan ini mengonfirmasi bahwa pendidikan inklusif merupakan strategi yang efektif dan transformatif dalam memberdayakan ABK untuk hidup yang mandiri dan terintegrasi secara sosial.
Implementation of Inclusive Education in Elementary Schools: Challenges and Opportunities in Learning Wulandani, Nur; Abdurahman, Ayi; Lestari, Rini; Mahmudin NST, Anjar; Said, Awayundu
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 12 No 2 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i2.11131

Abstract

Inclusive education is an approach that aims to provide equal educational rights for all students, including those with special needs. This research aims to identify the challenges faced in the implementation of inclusive education in primary schools as well as opportunities that can be used to overcome them. This study uses qualitative methods with interviews, observations, and documentation approaches to obtain in-depth data on inclusive education practices in several elementary schools in Indonesia. The study results show that the main challenges faced include the lack of inclusive teacher training, limited support facilities for students with special needs, and the lack of effective social interaction in the school environment. However, some opportunities can be utilized, such as providing practice-based continuous training, improving disability-friendly facilities and infrastructure, establishing social support groups in schools, and using educational technology as an interactive learning tool. The conclusion of this study confirms that a practical training-based approach for teachers, investment in inclusive facilities, the development of social activities that support the interaction of students with special needs, and the use of digital media can increase the effectiveness of implementing inclusive education. The main contribution of this research is to provide new insights into practical strategies for addressing the challenges of inclusive education at the primary school level, which can be a reference for policymakers and education practitioners.
Co-Authors Arafat, Yasir Ayi Abdurahman Fitri, Qawiyyan Latif, Suciani Mahmudin Nst, Anjar Malintang, Jimmy Martiman Suazisiwa Sarumaha Mutahara.B, Nurul Mu’ti, Yafita Arfina Nasril, Nasril Rini Lestari Said, Awayundu Saleh, Wizerty A Ulfa, Risa Alfiyah