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All Journal Journal of ICSAR IQRO: Journal of Islamic Education Jurnal Pendidikan Kebutuhan Khusus Asatiza: Jurnal Pendidikan INFOKUM Journal of English Language and Education Indonesian Journal of Educational Development (IJED) QISTINA: Jurnal Multidisiplin Indonesia Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Journal of Educational Management Research Proceeding of International Conference on Special Education in South East Asia Region Journal of Disability Curricula: Journal of Curriculum Development
Fajar Indra Septiana
Universitas Islam Nusantara
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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A Classroom for All: Innovative UDL-Based Instructional Models and Media for Students with Disabilities Septiana, Fajar Indra; Mastiani, Emay; Suwandari, Lilis; Astuti, Eka Yuli; Pertiwi, Dwi Endah; Qohar, Hendri Abdul; Rachmah, Siti; Almarogi, Ahmad Mugni
QISTINA: Jurnal Multidisiplin Indonesia Vol 4, No 1 (2025): June 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v4i1.6240

Abstract

This study aims to develop an inclusive learning model and media based on Universal Design for Learning (UDL) for blind and deaf-mute students in the Special Education Study Program, Faculty of Teacher Training and Education, Universitas Islam Nusantara. The study uses a qualitative descriptive approach and follows the ADDIE development model. Data were collected through needs assessment, interviews, and observation. The results show that blind students require auditory-based media compatible with assistive technologies, while deaf-mute students require media emphasizing visuals and text. The developed products include accessible digital modules and captioned videos usable by all students. The study concludes that a UDL-based learning design effectively accommodates the diverse needs of students in an equitable and inclusive manner.
The Effect of Role-Playing Learning Model in Improving Descriptive Writing Skills Among Mild Intellectually Disabled Students in Grade XII at SLB Negeri Cilacap Hidayat, Rochmat; Septiana, Fajar Indra
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1334

Abstract

This study aims to determine the effectiveness of the role-playing learning model in improving descriptive writing skills in mildly mentally disabled students in grade XII at SLB Negeri Cilacap. The background of this study stems from the challenges faced by children in gathering ideas and expressing them in writing due to cognitive and adaptive limitations. The objective of this study is to examine the effect of implementing a role-playing learning model on improving descriptive essay writing skills among Grade XII students with mild intellectual disabilities at Cilacap State Special School. The method used was a quantitative approach with a Single Subject Research (SSR) design using an A-B-A design. Data collection techniques were conducted through direct observation and performance tests in three stages, namely baseline 1 (A1), intervention (B), and baseline 2 (A2). The results showed that during the intervention phase, there was an improvement in the children's ability to gather ideas, use appropriate vocabulary, and describe objects clearly. Data analysis revealed significant differences between the pre- and post-intervention phases. In conclusion, the role-playing learning model is effective in improving descriptive writing skills among children with mild intellectual disabilities, as well as enhancing their motivation and active participation in the learning process.
DEVELOPMENT OF MATHEMATICS LEARNING MEDIA FOR RECOGNIZING FLAT SHAPES FOR GRADE VII STUDENTS WITH MILD INTELLECTUAL DISABILITIES IN SPECIAL EDUCATION SCHOOLS Dwi Endah Pertiwi; Fajar Indra Septiana; Eka Yuli Astuti; Emay Mastiani; Widi Pratiwi
Journal of Disability Vol 3, No 2 (2023): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v3i2.91374

Abstract

Children with mild intellectual disabilities experience limitations in their cognitive abilities, which can impact their academic performance, particularly in subjects such as mathematics. To facilitate comprehension for these children, it is essential to use concrete and engaging learning media. This study aims to assess the effectiveness of such media in aiding children with disabilities in learning mathematics. The research employs a descriptive qualitative method. The findings reveal that some children with mild intellectual disabilities are able to recognize geometric shapes with teacher guidance, although others continue to face challenges. The study concludes with the development of validated mathematics learning media designed to help Grade VII students with mild intellectual disabilities recognize geometric shapes using Geoboard media. The study recommends that schools provide educational props or support media to enhance mathematics instruction related to data structures. It is also suggested that teachers and parents integrate these media into every lesson for practical application, with the goal of continuous improvement in the accessibility and effectiveness of learning media for children with mild intellectual disabilities.
Improving Visual Information Access for Blind Students Using Crowdsourced Assistance Technology Dwi Citolaksono; Fajar Indra Septiana
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2595

Abstract

This study aims to explore how the Be My Eyes application supports independent visual information access among totally blind students, with particular attention to user preferences between volunteer-based assistance and AI-driven features. A qualitative exploratory design was employed involving five totally blind students, with data collected through semi-structured in-depth interviews and analyzed using thematic analysis. The findings reveal that participants strongly prefer the Be My AI feature over live volunteer assistance due to its perceived advantages in privacy, convenience, speed, and emotional comfort. The study also identifies that the main operational difficulty is not related to software accessibility but to users’ physical ability to align and frame the camera when capturing visual objects. Despite these challenges, Be My Eyes significantly enhances students’ autonomy by enabling independent access to visual information in daily activities, although human assistance remains necessary for complex or high-stakes tasks. The implications suggest that AI-based assistive technologies have strong potential to transform inclusive education by promoting flexible, user-centered, and self-reliant access to visual information for blind learners in special education contexts.
Upaya Guru dalam Meningkatkan Kemampuan Membaca Al-Qur'an Braille pada Peserta Didik Tunanetra di SLBN Kabupaten Kuningan Iman Imanudin; Fajar Indra Septiana
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.7898

Abstract

Penelitian ini mengkaji secara mendalam upaya guru dalam meningkatkan kemampuan membaca Al-Qur'an Braille pada peserta didik tunanetra kelas IV di SDLB SLBN Bina Insani, Kabupaten Kuningan. Menggunakan pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui observasi kelas yang berkelanjutan, wawancara mendalam dengan satu guru dan dua peserta didik tunanetra, serta dokumentasi proses pembelajaran selama 12 minggu. Hasil penelitian menunjukkan bahwa guru menerapkan strategi pembelajaran sistematis melalui metode drill, pendekatan individual, serta pemanfaatan media khusus seperti mushaf Braille, reglet, stylus, dan papan taktil. Analisis data mengungkap adanya peningkatan kemampuan membaca yang signifikan, ditandai dengan penguasaan 23 dari 28 huruf hijaiyah oleh peserta didik low vision dan pengenalan konsisten 18 huruf oleh peserta didik totally blind. Kolaborasi intensif antara guru dan orang tua turut memperkuat kontinuitas pembelajaran melalui pemantauan rutin dan dukungan emosional. Kendati terdapat keterbatasan media dan waktu pembelajaran, peran guru sebagai fasilitator, motivator, dan komunikator terbukti efektif dalam mendorong perkembangan literasi Al-Qur'an Braille. Penelitian ini memberikan kontribusi penting bagi penguatan praktik pedagogis dalam pendidikan agama Islam bagi peserta didik berkebutuhan khusus serta menawarkan implikasi bagi penerapan strategi pendidikan inklusif yang lebih adaptif.
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
Co-Authors Adhimah, Sadiyatu Nuh Ahmad Barnes E.K Aini Qurrotullain Almarogi, Ahmad Mugni Aulia, Dine Mega Azzahra, Salma Dwi Citolaksono Dwi Endah Pertiwi E.K, Ahmad Barnes Eka Yuli Astuti Emay Mastiani Hendri Abdul Qohar Hidayat, Rochmat Iman Imanudin Intan, Rosmayanti Lilis Suwandari Mariska, Refi Moch Irwan Hermanto Nurdiani, Ani Nurlatifah, Safira Nursajjiddah, Hanna Permana, Angga Prayoga Prinanda Gustarina Ridwan Ranti Novianti Ridwan, Prinanda Gustarina Siti Rachmah Sudiarsa, Andri Syamsiar, Syamsiar Teti Ratnawulan Tri Rahmawati Tri Rahmawati, Tri Widi Pratiwi Zulfa Rahmah Effendi