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PENDAMPINGAN IMPLEMENTASI MODEL PEMBELAJARAN BERDIFERENSIASI DAN SEKOLAH RAMAH DISABILITAS Marlina Marlina; Syari Yuliana; Endang Sri Handayani
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 1 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i1.1158

Implementasi pendidikan untuk semua, ramah anak, ramah pembelajaran, dan inklusif masih jauh dari harapan. Tujuan kegiatan PKW ini adalah untuk: (1) meningkatkan pemahaman guru tentang pendidikan inklusif, pembelajaran berdiferensiasi, kebutuhan belajar anak berkebutuhan khusus, dan sekolah ramah disabilitas; (2) meningkatkan keterampilan guru menyusun instrumen asesmen pembelajaran berdiferensiasi dan modul ajar berbasis kesiapan belajar, minat, dan profil belajar; (3) melakukan identifikasi ABK dan sekolah ramah disabilitas. Metode dari kegiatan PKW berupa seminar, pelatihan, workshop, dan pendampingan. Peserta PKW berjumlah 62 orang guru-guru yang mewakili 31 SD/MI. Efektivitas PKW dievaluasi dengan kuesioner pretest dan posttest, hasil pendataan ABK, dan hasil pendataan sekolah ramah disabilitas. Hasil menunjukkan terdapat peningkatan yang signifikan terhadap pemahaman dan keterampilan guru tentang pendidikan inklusif, pembelajaran berdiferensiasi, kebutuhan belajar anak berkebutuhan khusus dari 43,6% (pretest) menjadi 87,8% (posttest). Terdata jumlah ABK di SD/MI se Kec. Sungai Geringging sebanyak 247 orang. Terdapat 4 SD/MI yang terdata sebagai sekolah ramah disabilitas.

Meningkatkan kemampuan mengenal huruf bagi peserta didik slow learner menggunakan media assembler edu : Single Subject Research di Kelas IV SDN 10 Sungai Sapih Mutia Ningsih; Syari Yuliana; Zulmiyetri; Arisul Mahdi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8786

This article discusses efforts to improve letter recognition skills using the Assemblr Edu medium for slow learner students. Slow learners often face obstacles in recognizing letters due to limitations in memory, thinking speed, and difficulties in processing learning materials. These conditions affect students’ reading and writing abilities. Based on assessments conducted at SDN 10 Sungai Sapih, it was found that the letter recognition ability of slow learner students was still low, particularly in distinguishing and naming alphabet letters. Therefore, this study aims to improve letter recognition skills among slow learner students through the use of Assemblr Edu, an interactive learning medium based on augmented reality technology that is engaging and easy to use. This research employed a quantitative approach using the Single Subject Research (SSR) experimental method with an A–B design. The research subject was a fourth-grade slow learner student at SDN 10 Sungai Sapih. Phase A (baseline) was used to measure the student’s initial ability to recognize letters before the intervention, while Phase B (intervention) involved learning activities using Assemblr Edu. Data were collected through oral and performance tests and analyzed using visual graphic analysis techniques to observe changes in ability from Phase A to Phase B. The results showed an improvement in students’ ability to recognize letters after the intervention using Assemblr Edu. Students became more capable of identifying the shape and sound of letters, showed better focus, and demonstrated greater enthusiasm in learning. Thus, it can be concluded that Assemblr Edu is effective in improving letter recognition skills among slow learner students, as it provides concrete, engaging, and interactive learning experiences suited to their learning characteristics.

Peningkatan Pembelajaran Menggosok Gigi Melalui Media Video Tutorial Pada Anak Disabilitas Intelektual Sedang Di SLB Negeri Aek Kanopan Yusnita Pane; Mega Iswari; Rahmahtrisilvia Rahmahtrisilvia; Syari Yuliana
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 3 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i3.2071

This study aimed to improve toothbrushing skills through the use of video tutorial media among students with moderate intellectual disabilities in Grade II at SLB Negeri Aek Kanopan. The research employed a Classroom Action Research (CAR) design conducted at SLB Negeri Aek Kanopan. The research subjects consisted of two students with moderate intellectual disabilities, identified as CA and RN. Based on the initial assessment, the toothbrushing skills of both subjects were categorized as low, with achievement percentages of 37.5% for CA and 45% for RN. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. The results of observations in Cycle I indicated an improvement in toothbrushing skills, with both CA and RN achieving 47.5%. Furthermore, a very significant improvement was observed in Cycle II, in which both subjects reached an achievement percentage of 100%. Data were collected through observation using a toothbrushing skills assessment checklist, while data analysis was conducted using descriptive quantitative methods by comparing achievement results across cycles. The findings demonstrate that the use of video tutorial media is effective in improving toothbrushing skills among students with moderate intellectual disabilities. These results indicate that visual- and audio-based instructional media can assist students in understanding self-care activity procedures more concretely and engagingly, in accordance with the learning characteristics of students with moderate intellectual disabilities.

Strategi Dosen dalam Pembelajaran Mahasiswa Disabilitas Netra di Program Studi Sendratasik Universitas Negeri Padang Nanda Alfiki; Johandri Taufan; Mega Iswari; Syari Yuliana
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/qdfg1v80

Penelitian ini dilatarbelakangi oleh tantangan pembelajaran seni di perguruan tinggi yang umumnya berbasis visual, sementara mahasiswa disabilitas netra memiliki keterbatasan penglihatan sehingga memerlukan strategi pembelajaran yang adaptif dan inklusif. Penelitian ini bertujuan mendeskripsikan strategi dosen dalam pembelajaran mahasiswa disabilitas netra di Program Studi Sendratasik Universitas Negeri Padang. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam dengan dosen dan mahasiswa disabilitas netra, observasi proses pembelajaran luring dan daring, serta dokumentasi. Analisis data dilakukan secara kualitatif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa dosen menerapkan strategi berupa penggunaan media audio, demonstrasi berbasis bunyi dan perabaan, penugasan berbasis proyek (project based learning) yang fleksibel, serta pemanfaatan dukungan teman sebaya. Strategi tersebut membantu mahasiswa memahami materi, berpartisipasi aktif, dan mencapai hasil akademik yang baik. Kebaruan penelitian ini terletak pada pengungkapan praktik nyata strategi pembelajaran inklusif pada konteks pendidikan seni di perguruan tinggi, yang selama ini lebih banyak dikaji pada jenjang sekolah atau pendidikan luar biasa. Penelitian ini menyimpulkan bahwa komunikasi adaptif, media audio, dan kolaborasi sosial menjadi kunci terciptanya pembelajaran seni yang inklusif bagi mahasiswa disabilitas netra

SELF-ASSESSMENT AND PEER-ASSESSMENT DISCREPANCIES IN EVALUATING MATHEMATICS TEACHING SKILLS: EVIDENCE FROM PRE-SERVICE SPECIAL EDUCATION TEACHERS IN INDONESIA Syari Yuliana; Nurhastuti Nurhastuti; Mega Biran Iswari; Yosa Yulia Nasri; Endang Sri Handayani; Mardhatillah Zulpiani; Setia Budi
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.v11i1.39097

Pre-service special education teachers are expected to master a broad range of professional competencies including the ability to deliver subject-specific instruction, among them mathematics, to children with special needs (CSN). Yet how accurately these teachers in training appraise their own readiness for mathematics instruction remains poorly understood. This study examined discrepancies between self-assessment and peer-assessment in evaluating mathematics teaching skills among 61 final-year students enrolled in the Bachelor of Special Education program (S1 Pendidikan Luar Biasa) at Padang State University, Indonesia. Using a comparative within-subjects design, participants completed self-assessment instruments (18 items) after conducting a 45-minute mathematics lesson for small groups of CSN, while peers independently evaluated the same lessons using an observational rubric (14 items). A paired-samples t-test revealed statistically significant discrepancies (t = 2.907, p = 0.005; Cohen's d = 0.56): self-assessment scores (M = 4.41, SD = 0.61) exceeded peer-assessment scores (M = 4.13, SD = 0.37) by a practically meaningful margin. Notably, 70.5% of participants overestimated their own performance. The weak, non-significant correlation between modes (r = −.14, p = .277) indicates that self- and peer-assessment capture complementary rather than overlapping dimensions of teaching competence. These findings call for deliberate restructuring of assessment practices in special education teacher preparation specifically, integrating multiple evaluative perspectives, building assessment literacy, and treating discrepancies as a productive site for professional learning.[

Meningkatkan Pemahaman Arah Kanan dan Kiri melalui Permainan Body percussion pada Disabilitas Intelektual Sedang Fitri Huzan Seladura; Gaby Arnez; Setia Budi; Syari Yuliana
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.10107

Pemahaman konsep arah kanan dan kiri merupakan kemampuan orientasi spasial dasar yang masih menjadi kesulitan bagi peserta didik disabilitas intelektual sedang akibat keterbatasan kognitif dan motorik yang dimiliki. Penelitian ini bertujuan untuk meningkatkan pemahaman konsep arah kanan dan kiri melalui penerapan metode permainan body percussion. Penelitian ini menggunakan Penelitian Tindakan Kelas dengan pendekatan kualitatif dan kuantitatif yang dilaksanakan dalam dua siklus terhadap tiga peserta didik disabilitas intelektual sedang kelas III, yaitu N, R, dan H. Teknik pengumpulan data meliputi observasi, tes perbuatan, dan dokumentasi, sedangkan analisis data dilakukan secara deskriptif kualitatif dan perhitungan persentase kuantitatif. Hasil penelitian menunjukkan adanya peningkatan kemampuan pemahaman konsep arah kanan dan kiri secara bertahap dari kondisi awal ke siklus I dan siklus II. Peserta didik N mengalami peningkatan dari 8% menjadi 83%, sedangkan peserta didik R dan H meningkat dari 16% menjadi 75%, sehingga seluruh peserta didik mencapai Kriteria Ketercapaian Tujuan Pembelajaran. Penelitian ini sekaligus mengisi keterbatasan pada kajian sebelumnya, karena penelitian yang secara khusus mengkaji penggunaan body percussion untuk mengembangkan konsep spasial kanan dan kiri pada peserta didik disabilitas intelektual sedang masih terbatas. Penelitian ini juga mengisi keterbatasan pada penelitian sebelumnya, karena Penelitian Tindakan Kelas yang secara khusus mengkaji penggunaan body percussion dalam mengembangkan konsep spasial kanan dan kiri pada peserta didik disabilitas intelektual sedang masih terbatas.Temuan ini menunjukkan bahwa metode permainan body percussion efektif sebagai strategi pembelajaran berbasis gerak dan multisensori dalam meningkatkan pemahaman konsep arah kanan dan kiri pada peserta didik disabilitas intelektual sedang. Oleh karena itu, metode ini direkomendasikan untuk diterapkan dalam pembelajaran pendidikan khusus, serta perlu dikaji lebih lanjut dengan subjek yang lebih luas dan durasi intervensi yang lebih panjang.

Peningkatan Pembelajaran Operasi Hitung Nilai Mata Uang Melalui Pendekatan Realistic Mathematics Education (RME) Pada Siswa Disabilitas Intelektual Ringan Firdika Linda; Arisul Mahdi; Antoni Tsaputra; Syari Yuliana
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.2008

This study aimed to enhance students’ currency value calculation skills through the implementation of the Realistic Mathematics Education (RME) approach for learners with mild intellectual disabilities. The research addressed a pedagogical gap related to the limited use of contextual and student-centered mathematics instruction in special education settings, particularly in teaching functional numeracy skills. A Classroom Action Research (CAR) design was employed and conducted in Grade VIII at SLB Workshop Padang, involving two students with mild intellectual disabilities. The intervention was implemented across two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through performance-based tests and structured observations and analyzed using descriptive quantitative methods. The findings revealed a consistent and meaningful improvement in students’ ability to perform currency value calculations across the two instructional cycles. The results indicate that the RME approach effectively supports conceptual understanding by linking mathematical operations to real-life contexts, thereby enhancing students’ engagement and learning outcomes. This study contributes pedagogically by demonstrating the practical value of RME as a contextual and meaningful instructional approach for teaching functional mathematics in special education classrooms, particularly for students with mild intellectual disabilities.

Improving The Ability To Apply Sanitary Pads In A Child With Down Syndrome Through Direct Instruction Learning (Single Subject Research In Grade III At SLB Alisha, Sijunjung Regency) Berliana Yuniarti; Arisul Mahdi; Nurhastuti Nurhastuti; Syari Yuliana
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.2033

This study was motivated by the low level of self-care ability of a child with Down syndrome in independently performing the skill of applying sanitary pads. Limitations in understanding the sequence of steps, remembering procedures, and coordinating fine motor skills caused the child to remain dependent on assistance from others, especially during menstruation. Based on the results of initial observations and assessments, it was found that the child’s ability to apply sanitary pads was still low and had not been carried out correctly and sequentially. Therefore, a structured, concrete, and repetitive learning model was needed. This study employed an experimental method using a Single Subject Research (SSR) approach with an A–B design consisting of a baseline phase (A) and an intervention phase (B). The research subject was a female third-grade student. Data collection was conducted through performance tests using a task analysis–based assessment instrument. Data were analyzed descriptively using quantitative methods through visual graph analysis, which included within-condition analysis and between-condition analysis. The results of the study showed an improvement in the child’s self-care ability in applying sanitary pads after the implementation of the Direct Instruction learning model. During the baseline phase, the child’s ability was at 58.3% and showed a stable trend. During the intervention phase, the child’s ability increased, reaching the highest percentage of 69.4% and showing a more consistent trend. Based on these results, it can be concluded that the Direct Instruction learning model is sufficiently effective in improving self-care skills in applying sanitary pads for a child with Down syndrome

Peningkatan Pembelajaran Menggosok Gigi Melalui Media Video Tutorial Pada Anak Disabilitas Intelektual Sedang Di SLB Negeri Aek Kanopan Ely Yusnita Pane; Mega Iswari; Rahmahtrisilvia Rahmahtrisilvia; Syari Yuliana
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 3 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i3.2071

This study aimed to improve toothbrushing skills through the use of video tutorial media among students with moderate intellectual disabilities in Grade II at SLB Negeri Aek Kanopan. The research employed a Classroom Action Research (CAR) design conducted at SLB Negeri Aek Kanopan. The research subjects consisted of two students with moderate intellectual disabilities, identified as CA and RN. Based on the initial assessment, the toothbrushing skills of both subjects were categorized as low, with achievement percentages of 37.5% for CA and 45% for RN. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. The results of observations in Cycle I indicated an improvement in toothbrushing skills, with both CA and RN achieving 47.5%. Furthermore, a very significant improvement was observed in Cycle II, in which both subjects reached an achievement percentage of 100%. Data were collected through observation using a toothbrushing skills assessment checklist, while data analysis was conducted using descriptive quantitative methods by comparing achievement results across cycles. The findings demonstrate that the use of video tutorial media is effective in improving toothbrushing skills among students with moderate intellectual disabilities. These results indicate that visual- and audio-based instructional media can assist students in understanding self-care activity procedures more concretely and engagingly, in accordance with the learning characteristics of students with moderate intellectual disabilities.

Efektivitas Media Pembelajaran Counting Box Untuk Meningkatkan Kemampuan Penjumlahan Bagi Anak Disabilitas Daksa Kurnia Cahyanti; Nurhastuti Nurhastuti; Setia Budi; Syari Yuliana
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 3 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i3.2135

Penelitian ini dilatarbelakangi oleh subjek penelitian yang kesulitan dalam kemampuan penjumlahan bilangan asli dengan hasik maksimal 10 untuk anak disabilitas daksa. Oleh karena itu, tujuan penelitian yaitu meningkatkan kemampuan penjumlahan untuk meningkatkan kemampuan penjumlahan bilangan asli dengan hasil maksimal 10 untuk anak disabilitas daksa. Penelitian menggunakan jenis penelitian kuantitatif dengan pendekatan eksperimen dalam bentuk Single Subject Research (SSR) dengan desain A-B-A. Subjek penelitian adalah satu orang anak disabilitas daksa kelas II di SLB Negeri Painan. Teknik pengumpulan data menggunakan tes pengujian penjumlahan bilangan dengan hasil maksimal 10 sebanyak 20 soal dan kemudian hasil jawaban dicentang pada lembar penilaian dan data tersebut diolah menjadi persentase kemudian data dianalisis menggunakan teknik analisis visual grafik. Penelitian dilakukan di kelas sebanyak 14 kali pertemuan yang terbagi kedalam 3 fase yaitu baseline pertama (A1) sebanyak 3 kali pertemuan dengan persentase 25%, 25%, 25%, intervensi (B) sebanyak 8 kali pertemuan dengan persentase 45%, 50%. 55%, 80%, 80%, 90%, 90%, 90%, dan baseline kedua (A2) dengan persentase 90%, 90%, 90%. Persentase tersebut diperoleh dari jumlah jawaban benar anak terhadap 20 soal penjumlahan bilangan asli dengan hasil maksimal 10 yang diberikan pada setiap pertemuan, kemudian dikonversikan ke dalam bentuk persentase. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa media pembelajaran Counting Box terbukti efektif dalam meningkatkan kemampuan penjumlahan bilangan asli dengan hasil maksimal 10 bagi anak disabilitas daksa di kelas II SLB Negeri 1 Painan.

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