Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Edunesia : jurnal Ilmiah Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan Tsaqila Jurnal Pendidikan dan Teknologi Grab Kids: Journal of Special Education Need
Reza Akbar Fauzan
Universitas Negeri Surabaya
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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

Found 4 Documents
Search

 1 
Literature Study: Implementation of an Adaptive Curriculum for Students with Special Needs in Inclusive Schools Ana Rafikayati; Reza Akbar Fauzan; Eryana Fatimasari Retno Budiati; Budiyanto Budiyanto; Endang Pudjiastuti Sartinah
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1143

Abstract

This study reviews how adaptive curricula are implemented for students with special needs in inclusive schools and identifies dominant strategies, challenges, and enabling factors. Using a systematic literature review approach, the study screened 100 publications from Google Scholar, selected 40 for abstract and title relevance, and analyzed 20 articles published between 2020 and 2025. The synthesis shows that inclusive schools generally still rely on the national curriculum, while adaptation is carried out through accommodation and modification strategies such as escalation, duplication, substitution, and omission. Effective implementation depends on teacher competence, school leadership, parental involvement, and available resources. However, limited training, inadequate infrastructure, and weak cross-stakeholder coordination remain persistent barriers. The findings suggest that an adaptive curriculum is not merely a technical adjustment but a central mechanism for ensuring equitable participation and meaningful learning outcomes for students with special needs in inclusive settings. This review offers practical implications for teachers, school leaders, and policymakers in strengthening inclusive education.
Transformation Of Nutritional Literacy Culture In Deep Learning Of Students With Hearing Impairment Through Demonstration Video Media Devira Putri Giana; Reza Akbar Fauzan; She Fira Azka Arifin
Tsaqila | Jurnal Pendidikan dan Teknologi Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/tjpt.v6i1.609

Abstract

Students with hearing impairment in Special Schools (SLB) face limited access to accessible nutritional information media, making them vulnerable to Ultra-Processed Food (UPF) consumption patterns in their daily school meals. This study aims to examine the effectiveness of demonstration video media in transforming nutritional literacy culture and reducing UPF consumption among students with hearing impairment using a Deep Learning approach. The method used was Mixed Methods Research with an Explanatory Sequential design, combining Action Research and Case Study. Research subjects were 6 hearing-impaired seventh-grade students at SLB Aisyiyah Tulangan, Sidoarjo. Data were collected through a Visual Nutritional Literacy Test (pre-post test), a 14-day Daily Food Audit, and parent interviews based on the 8 Graduate Profile Dimensions. Results showed an increase in nutritional literacy scores from an average of 3.2 to 7.1 (scale of 8), and a shift in school meals from UPF dominance (100%) to green vegetable-based meals (83%) following a two-week intervention. Qualitative analysis revealed the emergence of agency, critical thinking, and triadic teacher-student-parent collaboration as manifestations of Deep Learning. Demonstration video media proved effective as a cognitive bridge in facilitating sustainable nutritional behavior transformation among students with hearing impairment.
Theory Informed Colour Supported Instructional Design for Early Numeracy Learning in a Child with ADHD Evidence from a Single Subject Study Lovany Marchelia Shafirarossa; Khofidotur Rofiah; Reza Akbar Fauzan
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 2 (2026): Advancing Inclusive Practices for Children with Disabilities Across Home, Schoo
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i2.57233

Abstract

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience difficulties in early numeracy because of deficits in attention, working memory, and executive functioning. Although flashcards are widely used to support mathematics learning, limited evidence is available regarding the effectiveness of flashcards designed according to evidence-based cognitive learning principles. This study aimed to examine the effectiveness of theory-informed colour-supported flashcards in improving early numeracy performance in a child with ADHD. A single-subject experimental design (A–B) was employed involving one eight-year-old second-grade student with ADHD attending a special school in Indonesia. The intervention consisted of colour-supported flashcards developed by integrating Executive Function Theory, Cognitive Load Theory, Dual Coding Theory, the Cognitive Theory of Multimedia Learning, and the Signaling Principle. Early numeracy performance was assessed across four baseline sessions and five intervention sessions using repeated measurements. Data were analysed through visual analysis and Percentage of Non-overlapping Data (PND). The participant's mean score increased from 63.75 during baseline to 79.00 during intervention, representing an improvement of approximately 23.9%. Complete non-overlap between baseline and intervention data (PND = 100%) indicated a strong intervention effect. These findings suggest that the observed improvement was associated not merely with repeated flashcard practice but with instructional materials intentionally designed to support attention, reduce unnecessary cognitive processing, and strengthen visual-verbal integration. The study provides preliminary evidence that theory-informed instructional design may enhance early numeracy learning for children with ADHD and offers practical implications for developing cognitively responsive mathematics instruction in inclusive and special education.
Pengembangan Busy Book Digital untuk Mengoptimalkan Kemampuan Kognitif Anak Slow Learner Egidia Okterina; Dhea Nailul Farah; Nur Zila'aidah; Wiwik Widajati; Pamuji Pamuji; Reza Akbar Fauzan
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 2 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i2.101894

Abstract

Anak slow learner memerlukan media pembelajaran yang tepat guna membantu mereka dalam memahami konsep-konsep dasar. Penelitian ini bertujuan untuk merancang serta mengembangkan sebuah media pembelajaran digital berbentuk busy book yang ditujukan untuk meningkatkan kemampuan kognitif siswa slow learner. Pendekatan yang digunakan dalam penelitian ini adalah metode Research and Development (R&D) dengan model pengembangan ADDIE, yang mencakup lima tahapan utama, yaitu analisis, perancangan, pengembangan, implementasi, dan evaluasi. Subjek dalam penelitian ini adalah siswa sekolah dasar yang tergolong slow learner. Hasil yang diperoleh menunjukkan bahwa busy book digital memiliki tampilan yang menarik serta dilengkapi dengan fitur interaktif yang disesuaikan dengan karakteristik dan kebutuhan siswa. Validasi dari ahli materi menunjukkan persentase kelayakan sebesar 87%, sementara validasi dari ahli media memperoleh skor masing-masing sebesar 91,25% dan 93,75%, yang seluruhnya termasuk dalam kategori sangat layak. Oleh karena itu, media busy book digital ini terbukti efektif, menyenangkan, dan memberikan pengalaman belajar yang bermakna bagi anak-anak slow learner.
Co-Authors Budiyanto Budiyanto Devira Putri Giana Dhea Nailul Farah Egidia Okterina Endang Pudjiastuti Sartinah Eryana Fatimasari Retno Budiati Khofidotur Rofiah Lovany Marchelia Shafirarossa Nur Zila'aidah Pamuji Pamuji Rafikayati, Ana She Fira Azka Arifin Wiwik Widajati