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All Journal Jurnal Ekonomi dan Pendidikan Jurnal Unik: Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Formatif: Jurnal Ilmiah Pendidikan MIPA Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Proceeding of International Conference on Special Education in South East Asia Region Journal of Disability Jurnal Pendidikan Progresif
Leni Ambar Cahyani
Sebelas Maret University
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Technological Pedagogical and Content Knowledge (TPACK) of Special Education Teachers in Science Instruction for Students with Special Needs Leni Ambar Cahyani; Nur Azizah; David Evans
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 11, No 1 (2021): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v11i1.8580

Abstract

Integration of technology in science instruction in special education context can be done within the technological, pedagogical, and content knowledge (TPACK) framework. Therefore, special education teachers are expected to have a good level of TPACK. This study aimed to explore the level of teachers TPACK in science instruction for students with special needs and to compare the TPACK level of teachers based on their gender. This research used a quantitative approach with survey method. The respondents of this study were special education teachers (N= 44). The data collection method was through a survey using the TPACK survey instrument. The validation result used the Pearson Correlation showed value per statement ranging from 0.504 - 0.904. Reliability showed in the Cronbach's coefficient Alpha for internal consistency value of 0.856 (high). The data analysis technique used was the descriptive statistical analysis technique and the independent sample t test. The results showed that the total average of all TPACK domain is concluded in good category with mean score 81.29. The t test calculation showed that the t value (0.123) is less than the critical t value in the t table (2.085). The p value obtained was 0.90, greater than 0.05. Therefore, Ho is accepted. The issue of gender equality that has begun to be implemented in Indonesia can be the reason for the loss of technological mastery differences. In conclusion, TPACK mastery of special education teachers in science instruction was not differentiated by teacher gender with p>0.05.
Analysis of Knowledge and Skills among Special Education Teachers in Inclusive Schools in Indonesia Cahyani, Leni Ambar; Subagya, Subagya
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.v3i1.573

Abstract

This research examined the knowledge and skills of special education teachers within the context of inclusive education in Indonesia. Employing a quantitative survey approach, the study aimed to determine whether a statistically significant disparity existed between these two variables. The data collection technique utilized included knowledge tests and performance assessments, involving 637 participants from 26 districts/cities. The data analysis technique employed was the t-test using SPSS. The research findings indicated that the mean knowledge score (51.85) was lower than the mean skill score (73.90). The t-test result showed a value of -29.87 with p-value <0.05, indicating a significant difference between the knowledge and skill scores. Several factors contributed to the higher skill scores, including limited access to specialized training and professional development, curriculum structures prioritizing skill-based coursework, and the unique demands of inclusive education settings.
PENDIDIKAN KEWIRAUSAHAAN BAGI SISWA DISABILITAS MELALUI PEMBELAJARAN VOKASIONAL: ANALISIS PENGALAMAN GURU Cahyani, Leni Ambar
Jurnal Ekonomi dan Pendidikan Vol. 22 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jep.v22i2.90004

Abstract

Penelitian ini bertujuan untuk menelaah relevansi pembelajaran vokasional dengan pendidikan kewirausahaan bagi peserta didik penyandang disabilitas berdasarkan dari pengalaman guru SLB dan SMK inklusi di Solo Raya. Penelitian ini menggunakan pendekatan kualitatif jenis studi kasus. Subyek penelitian terdiri dari 20 guru keterampilan/ vokasional di SLB dan SMK inklusi di solo raya yang pernah mengajar siswa disabilitas. Teknik pengumpulan data yang digunakan yaitu focus group discussion (FGD). Hasil penelitian menunjukkan bahwa praktik pendidikan vokasional sudah berjalan bertahap sejak kelas 7 di SLB dan berlanjut di SMK, dengan penyesuaian individual terhadap kondisi fisik-kognitif siswa; produk vokasi kerap berpotensi ekonomis (diproduksi, dipasarkan, atau dijadikan modal magang dan kerja), namun dimensi literasi kewirausahaan belum terstruktur dalam kurikulum. Perlu adanya kerangka integrasi literasi kewirausahaan langsung di dalam unit vokasi, meliputi pencatatan biaya, penetapan harga, transaksi, dan pengelolaan hasil, sebagai jalan menuju kemandirian finansial siswa disabilitas. Kata kunci: pendidikan kewirausahaan, siswa disabilitas, pembelajaran vokasional
Parental Involvement of Children with Special Needs: Insights from Epstein’s Six Domains Framework Rejeki, Dewi Sri; Supratiwi, Mahardika; Widyastono, Herry; Gunarhadi, Gunarhadi; Hermawan, Hermawan; Yuwono, Joko; Cahyani, Leni Ambar
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp31-42

Abstract

Abstract: Parental Involvement of Children with Special Needs: Insights from Epstein’s Six Domains Framework. Objectives: This study investigated the role of parents of children with disabilities in inclusive school settings. Methods: Employing a qualitative approach, data were collected through focus group discussions (FGD) to 17 parents for children with special needs and analyzed using ATLAS.ti software, following an interactive analysis model comprising data condensation, data presentation, and conclusion drawing/verification.  Findings: Findings highlight the critical role parents play across six domains of involvement, as defined by Epstein's framework: creating supportive home environments (Parenting), engaging in clear communication with the school (Communicating), volunteering at the school (Volunteering), supporting learning at home (Learning at Home), participating in school-related decision-making (Decision-Making), and collaborating with the community to coordinate resources (Collaborating with the Community). These areas of involvement enable parents to actively contribute to inclusion in educational settings.  Conclusion: This study underscores the importance of comprehensive parental engagement of children with disabilities within inclusive schools. Keywords: role of parents, disabilities, inclusive schools.
Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations Gunarhadi, Gunarhadi; Yuwono, Joko; Rejeki, Dewi Sri; Supratiwi, Mahardika; Cahyani, Leni Ambar; Ayaoo, Dhevendren
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2385-2399

Abstract

Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations. Objectives: This research aimed to analyze the challenges and expectations in providing vocational education for students with disabilities in both special and inclusive vocational high schools in the Solo Raya region, Indonesia. It sought to understand the barriers faced by educators and explore their expectations for improvements in vocational training for students with disabilities. Methods: This qualitative research employed a phenomenological design, focusing on 20 vocational education teachers from both special and inclusive vocational high schools. Data was collected through Focus Group Discussions (FGD) with semi-structured, open-ended questions guided by a set of research-specific themes. The data analysis followed a phenomenological analytic framework. Findings: This study identified several key challenges faced by educators in delivering vocational education to students with disabilities, including the lack of a specialized curriculum, insufficient teacher training, inadequate resources and infrastructure, and limited support for job placement after training. Furthermore, teachers highlighted the need for professional development opportunities and improvement in schools' accessibility. Moreover, stronger partnerships between stakeholders were seen as crucial for enhancing vocational education for students with disabilities. These barriers hinder students’ opportunities to gain essential vocational skills and transition successfully into the workforce in the Solo Raya Region. Conclusion: Vocational education for students with disabilities faces significant challenges; however, there are clear expectations for improvements in teacher training, infrastructure, and collaboration among stakeholders. Addressing these issues will not only enhance vocational education for students with disabilities but also empower them to gain greater independence, improve their quality of life, and contribute more fully to society. This provides critical insights into the context of Solo Raya, highlighting the need for targeted interventions to address these gaps. Keywords: challenges, expectation, vocational education, students with disabilities.
Multidimensional Parental Involvement in Inclusive Education: A Multiple Case Study of Students with Special Needs Sari, Nurul Maulida; Purwanta, Edi; Cahyani, Leni Ambar; Prihandini, Farah
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2727-2740

Abstract

Multidimensional Parental Involvement in Inclusive Education: A Multiple Case Study of Students with Special Needs. Objectives: This study aimed to explore parental involvement in inclusive school settings for children with special needs. Methods: A qualitative case study design was used. The participants in this research include parents, special education teachers, classroom teachers, principals, students, and close family members. The data collection techniques used in this study were in-depth interviews and documentation, with the researcher serving as the primary instrument. Data analysis was conducted in two stages: within-case analysis, interactive model (data condensation, data display, and conclusion drawing/verification), and cross-case analysis to compare engagement patterns across cases. To ensure the data validity, this research employed triangulation of sources and methods, thick description, and prolonged field engagement. Findings: The findings of this research revealed six main dimensions of parental involvement in inclusive education: (1) Parenting: teach discipline, autonomy, and provide environment that support children to study at home; (2) Communication, reflected in communication between parents and teachers regarding academic progress and performances; (3) Volunteering, involving parents’ participation in supporting schools activities; (4) Learning at Home, encompassing parents’ supervision of study routines, assignments, and exam preparation at home; (5) Decision-making, participate in decision-making concerning their child’s learning and broader school policies; and (6) Community Collaboration, includes partnerships with learning groups, disability service units, psychologists, and medical professionals. Conclusion: Parental involvement in inclusive schools for students with special needs is multidimensional. Hence, a strong collaboration between families, schools, and community institutions is needed. Parental engagement should be strengthened through open communication and cross-sector collaboration to improve educational quality. Inclusive education policies need to be put in place to enhance parental involvement in inclusive schools. Keywords: parental involvement, inclusive schools, children with special needs.
LITERASI KEUANGAN BAGI INDIVIDU DENGAN DISABILITAS INTELEKTUAL: TINJAUAN LITERATUR SISTEMATIS TENTANG STRATEGI PEMBELAJARAN DAN KOMPETENSI Leni Ambar Cahyani; Farah Prihandini
Jurnal Ekonomi dan Pendidikan Vol. 23 No. 1 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jep.v23i1.97138

Abstract

Penelitian ini bertujuan mensintesis studi tentang literasi keuangan bagi individu dengan disabilitas intelektual, meliputi tren penelitian, strategi pembelajaran, kompetensi, dan capaian pembelajaran. Metode yang digunakan adalah tinjauan literatur sistematis dengan alur PRISMA, menggunakan sumber dari Scopus dan ScienceDirect tahun 2016-2026. Sebanyak 12 studi dianalisis secara deskriptif-kualitatif melalui sintesis tematik. Hasil menunjukkan bahwa penelitian masih terbatas dan didominasi studi berbasis kelas, studi kasus, serta pengembangan media. Strategi pembelajaran meliputi bermain peran, pembelajaran kontekstual, blended learning, modified schema-based instruction, teknologi asistif, permainan edukatif, dan media digital interaktif. Kompetensi yang dikembangkan mencakup pengenalan dan penggunaan uang, transaksi sederhana, pengelolaan keuangan, menabung, serta kemandirian. Secara umum, seluruh studi melaporkan peningkatan pemahaman finansial, motivasi belajar, dan keterampilan hidup. Penelitian ini menegaskan pentingnya pembelajaran yang konkret, kontekstual, dan adaptif.
Effectiveness of Montessori Art Learning on Fine Motor Skills of Children with Moderate Intellectual Disabilities in a Special Primary School Anis Tuing Isti Nur Syarifah; Ishartiwi Ishartiwi; Leni Ambar Cahyani; Farah Prihandini
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 1 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i1.39087

Abstract

This study aimed to investigate the effectiveness of Montessori Practical Life activity–based visual art learning in improving fine motor skills of children with moderate intellectual disabilities in special school. The research employed a quasi-experimental design with one group pre-test and post-test. Four students with moderate intellectual disabilities participated as subjects. Data were collected using performance tests adapted from Bruni Fine Motor Components and analysed with the Wilcoxon Signed Ranks Test. The findings indicate that Montessori Practical Life activity–based visual art learning significantly enhanced fine motor skills, as evidenced by the rejection of the null hypothesis (T count = 0, T table = 0) after eight sessions. Improvements were observed in several indicators, including body stability, bilateral coordination, eye–hand coordination, and dexterity. The effectiveness of this approach can be attributed to the alignment between the objectives of visual art learning and Montessori Practical Life activities, the freedom provided for children to explore activities independently, and the contextualization of tasks with daily routines. The integration of Practical Life activities—such as moving objects with a spoon before colouring and drawing, using tongs before cutting, and folding cloth before paper folding—helped strengthen finger movements. Montessori Practical Life–based visual art learning proves effective in enhancing fine motor skills of children with moderate intellectual disabilities in Special Primary School.
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.
Hubungan Dukungan Sosial Teman Sebaya dengan Motivasi Belajar pada Mahasiswa Disabilitas Alya Shafana Nabila; Angellina Syawal Izzati; Devita Rizqi Ramadhani; Dita Nur Ariyani; Elfi Setiyaningsih; Firgita Gusmanisa; Salsabila Ardiani Az-Zahra; Gunarhadi Gunarhadi; Mahardika Supratiwi; Leni Ambar Cahyani
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol. 7 No. 5 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i5.1014

Abstract

Motivasi belajar adalah aspek penting yang membantu mahasiswa mencapai kesuksesan akademik, termasuk mahasiswa dengan disabilitas yang menghadapi berbagai tantangan dalam proses perkuliahan. Salah satu aspek yang diduga memengaruhi motivasi belajar yaitu dukungan dari teman sebaya. Penelitian ini ingin menganalisis hubungan antara dukungan sosial teman sebaya dan motivasi belajar pada mahasiswa disabilitas di Universitas Sebelas Maret. Penelitian menggunakan pendekatan kuantitatif desain korelasional. Sampel penelitian terdiri atas 31 mahasiswa disabilitas yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan Skala Du kungan Sosial Teman Se baya dan Skala Motivasi Belajar yang sudah memenuhi kriteria reliabilitas dan validitas. Data dianalisis secara bertahap dengan melakukan  uji normalitas menggunakan Sh apiro Wilk Test, uji linearitas melalui Test for Linearity, serta uji hipotesis melalui korelasi Pearson Product Moment menggunakan IBM SPSS Statistics. Hasil analisis menunjukkan bahwa data memiliki distribusi normal dan terdapat hubungan linear anatara dua variabel. Uji korrelasi memperoleh nilai koefisien sebesar r = 0,700 dan signifikansi p < 0,001, yang menandakan adanya hubungan positif dan signifikan kuat antara motivasi belajar dan dukungan sosial teman sebaya. Temuan tersebut mengindikasi bahwa semakin tinggi dukungan sosial yang diterima mahasiswa disabilitas dari teman sebayanya, semakin tinggi juga motivasi belajar yang dimiliki. Dengan demikian, penguatan dukungan sosial teman sebaya dapat menjadi sala h satu cara untuk meningkatkan motivasi belajar mahasiswa disabilitas di perguruan tinggi.
Co-Authors Alya Shafana Nabila Angellina Syawal Izzati Anis Tuing Isti Nur Syarifah Ayaoo, Dhevendren David Evans Devita Rizqi Ramadhani Dewi Sri Rejeki Dita Nur Ariyani Edi Purwanta Elfi Setiyaningsih Fadilah Umar Fadilah Umar Farah Prihandini Firgita Gusmanisa Gunarhadi Gunarhadi Gunarhadi Gunarhadi, Gunarhadi Gunarhadi Hermawan Hermawan Hermawan Herry Widyastono Herry Widyastono, Herry Ishartiwi Ishartiwi Joko Yuwono Mahardika Supratiwi Mahardika Supratiwi Munawir Yusuf Nur Azizah Prihandini, Farah Rejeki, Dewi Sri Salsabila Ardiani Az-Zahra Sandra Bayu Kurniawan Sandra Bayu Kurniawan Sari, Nurul Maulida Subagya Subagya, Subagya Supratiwi, Mahardika Ummul Mustaqimah Ummul Mustaqimah Yuwono, Joko