Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Jurnal Penelitian dan Pengembangan Pendidikan Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Journal of Education and Teaching Learning JPM: JURNAL PENGABDIAN MASYARAKAT
Manar, Mayasari
Unknown Affiliation
Aerospace Engineering Humanities Astronomy Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Medicine & Pharmacology Public Health Social Sciences Transportation Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Environmentally Friendly Vocational Skills Learning Model Innovation for Self-Development of Students with Intellectual Disabilities Kasirah, Irah; Trisna Mulyeni; Ningsih, Kholifatul Novita; Manar, Mayasari
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 1 (2025): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i1.91265

Abstract

Education for students with intellectual disabilities presents its challenges, especially in meeting their needs for developing life skills. This research aims to create an environmentally friendly vocational skills learning model to increase the self-development of students with intellectual disabilities. This model was designed using the Research and Development (R&D) method involving teachers and students in SLB. This type of research is qualitative. The samples involved in this research were teachers and students at SLB. The data collection methods used were observation and field trials. Data were analyzed using Miles & Huberman's interactive analysis technique, which included data reduction, presentation, and concluding/verification. The research results show that this learning model can effectively increase student independence by making doormats from patchwork, which uses the concept of recycling. The learning process not only grows students' practical abilities, but also teaches the values of caring for the environment. In this research, the environmentally friendly vocational skills learning model developed is feasible and effective for improving the self-development of students with intellectual disabilities. This model was designed considering student characteristics, practice-based learning principles, and an inclusive and sustainable environmental approach. This research has implications for improving the quality of education in special schools by providing innovative environment-based learning alternatives.
Optimalisasi Kompetensi Guru dalam Identifikasi Siswa Tunarungu pada Sekolah Inklusif Mursita, Rohmah Ageng; Winarsih, Murni; Bintoro, Totok; Manar, Mayasari; Herdiani, Wahyu
JPM: Jurnal Pengabdian Masyarakat Vol. 6 No. 2 (2025): October 2025
Publisher : Forum Kerjasama Pendidikan Tinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47065/jpm.v6i2.2567

Abstract

Inclusive education seeks to ensure equitable access to quality education for all children, including those with special needs. In practice, numerous educators in inclusive schools in Bekasi City face challenges in recognising and instructing children with hearing impairments. This study aims to evaluate the effectiveness of training provided to educators in enhancing their ability to identify and teach children with hearing impairments. The employed methodology is qualitative, utilising in-depth interviews, direct observations, and questionnaires. Data were gathered from 50 educators throughout 50 inclusive schools in Bekasi City. The study’s results indicate that the training effectively enhanced teachers’ proficiency in understanding the characteristics of deaf children and applying instructional approaches that utilise visuals, sign language, and auditory technology. The mean enhancement in teachers’ proficiency attained 30–35% across several domains, despite ongoing constraints associated with inadequate facilities and insufficient time for parental engagement. The findings indicate that extensive and continuous training is crucial for creating an improved, inclusive educational environment. It is essential to enhance collaboration among educators, parents, and other stakeholders to elevate the quality of inclusive education in Bekasi City.
“Teks Tertulis sebagai Akses Utama dalam Pembelajaran: Studi tentang Pengalaman Mahasiswa dengan Hambatan Pendengaran di Pendidikan Tinggi Inklusif” Manar, Mayasari; Winarsih, Murni
Journal Of Education And Teaching Learning (JETL) Vol. 8 No. 1 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i1.3281

Abstract

Students with hearing impairments must have equitable access to education in order for higher education to be considered truly inclusive. This is particularly crucial in lecture settings where the primary mode of instruction is spoken communication. These days, written content such as presentation slides and subtitle is a typical form of assistance. Examining how well written materials can support students with hearing impairments in inclusive higher education settings is the aim of this study. Students' open-ended responses were analyzed in this study using a descriptive qualitative methodology. The findings demonstrate that written content is a significant source of information, facilitates independent review, and aids in lecture comprehension. However, the intricacy of scholarly language and the errors inherent in automatic transcriptions pose significant challenges. The usage of complicated and difficult-to-understand academic terminology, delays in subtitles, and the unreliability of automatic transcribing present serious difficulties.  By demonstrating how crucial language clarity, material structure, and subtitle accuracy are to creating learning designs that are simpler for all students to understand, this study supports inclusive teaching practices. This study demonstrates that written language should not be regarded merely as an optional intervention, but rather as a fundamental component of inclusive, effective, and equitable learning processes. In this regard, it holds significant implications for educators, policymakers, and all stakeholders involved in the development and design of higher education curricula.
Strategies for Enhancing the Pedagogical Competence of Special Education Teacher Candidates in Early Reading Instruction for Hearing-Impaired Students Mursita, Rohmah Ageng; Winarsih, Murni; Bintoro, Totok; Manar, Mayasari; Alamsyah, Rafli
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38107

Abstract

The acquisition of foundational literacy skills presents a critical challenge for students with hearing impairments, a difficulty often exacerbated by teacher preparation programs that neglect the specialized training necessary for practical competency. This study aims to bridge this pedagogical gap by exploring and validating specialized instructional strategies designed to strengthen the competence of prospective special education teachers in delivering effective early literacy instruction. Utilizing a qualitative descriptive design, the investigation involved six prospective teachers from Universitas Negeri Jakarta and ten hearing-impaired students. Data triangulation was employed through systematic classroom observations, semi-structured interviews, literacy assessments, and the analysis of teaching artifacts. Findings reveal substantial advancements in both educator competence and student outcomes; specifically, teacher candidates demonstrated a 60% increase in teaching confidence and a notable 140% improvement in applying Total Communication and Reflective Maternal Methods (RMM). These pedagogical shifts correlated with significant student achievements, evidenced by a 100% to 200% increase in vocabulary acquisition, alongside enhanced alphabetic recognition and decoding skills. The novelty of this research lies in identifying the vital correlation between emotional scaffolding via RMM and lexical expansion, positioning emotional connection as a critical psychological dimension in special education pedagogy. Additionally, it contributes a validated multimodal framework integrating visual phonics and sound-rhythm perception to bridge auditory gaps. Directly supporting Sustainable Development Goal (SDG) 4, this study addresses the identified pedagogical deficit by demonstrating that integrating evidence-based, multimodal methodologies into teacher preparation significantly enhances instructional quality. Consequently, it advocates for curriculum reforms to ensure equitable, quality education for students with hearing impairments.
Co-Authors Alamsyah, Rafli Herdiani, Wahyu Kasirah, Irah Murni Winarsih Ningsih, Kholifatul Novita Rohmah Ageng Mursita, Rohmah Ageng Totok Bintoro Trisna Mulyeni