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INDONESIA
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa
Published by Universitas Negeri Malang
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Articles 209 Documents
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Drill Method Using Clay Media in Teaching Hijaiyah Letters to Deaf Children Azzahra, Aura Mutiara Najwa; Farisi, Mohamad Zaka Al; Maulani, Hikmah
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 1 (2025): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i12025p57-68

Abstract

Deaf children face unique challenges in learning Hijaiyah letters, particularly in distinguishing letter sounds due to hearing limitations. These challenges necessitate tailored instructional approaches that accommodate their sensory needs. This study aims to explore the implementation of the drill method combined with clay media in teaching Hijaiyah letters to deaf children at a Community Learning Center (Pusat Kegiatan Belajar Mengajar). Using a qualitative approach with a phenomenological design, data were collected through classroom observation and in-depth interviews with one teacher and two deaf students. Data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the integration of the drill method, clay media, and sign language enhances learning outcomes by promoting student engagement, improving concentration, and supporting better comprehension of Hijaiyah letters. The study concludes that this interactive, multisensory approach is effective in optimizing Hijaiyah instruction for deaf children and should be considered in inclusive Islamic education settings
Development of Edukids Learning Media to Improve Indonesian Vocabulary Mastery of Second Grade Elementary School Students in Enrekang Regency Amalia Mustafa; Setiawan Edi Wibowo
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

This research aimed to (1) produce a digital-based Edukids learning media suitable for improving the Indonesian vocabulary mastery of second grade elementary students in Enrekang Regency, (2) develop a practical learning media, and (3) determine its effectiveness in classroom use. The development process applied the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was created by integrating various multimedia objects text, images, animations, audio, videos, and interactive buttons designed to enhance engagement and learning outcomes. The trial was conducted in SD Negeri 33 Enrekang with 33 students as participants. Data collection involved interviews, observations, documentation, and questionnaires, while validation involved three media experts and three material experts. Media validation results achieved an average score of 91.6% (“Very Good”) and material validation 94.4% (“Very Good”). Practicality testing showed teacher responses of 93.3% and student responses of 90.6%, both categorized as “Very Good.” Effectiveness analysis indicated an improvement in average vocabulary mastery scores from 68.32 (pre-test) to 83.30 (post-test), with an N-gain score of 0.58, classified as “Moderate” improvement. These findings confirm that the Edukids learning media is valid, practical, and effective in enhancing Indonesian vocabulary mastery among second grade elementary students, and it holds potential for broader implementation in similar educational contexts.
Developing an Integrated Framework for Managing Vocational Skill Programs for Deaf Students: A Case Study in an Inclusive Junior High School in Indonesia Devira Putri Giana; Reza Akbar Fauzan
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

This study investigates the management of vocational skill programs for deaf students within inclusive secondary education settings in Indonesia, specifically addressing the gap between national policy mandates and practical implementation at the school level. The research aims to develop an Integrated Inclusive Vocational Management (IIVM) framework, which is operationalized through a Four-Pillar model Universal Design for Learning (UDL), Assistive Technology (AT), Work-Based Learning (WBL), and Professional Development (PD), to enhance employability and social inclusion. Utilizing a qualitative case study approach, data were collected from SMPN 2 Tanggulangin, Sidoarjo, through in-depth semi-structured interviews, participant observations, and comprehensive document analysis. Findings reveal that while a robust legal framework exists in Indonesia, implementation is hindered by structural barriers, including a critical shortage of Special Advisor Teachers (GPK), physical infrastructure challenges exacerbated by environmental instability (chronic flooding), and a lack of standardized sign language instruction (SIBI vs. BISINDO). However, the school's "Program Belajar Unggul" and emphasis on digital literacy offer a viable pathway for vocational development if properly managed. The study proposes the IIVM management model, integrating UDL, inter-agency collaboration, and psychosocial support systems. It is recommended that vocational programs prioritize digital adaptability and soft skills to meet Industry 4.0 demands, transforming the educational environment from a medical model of deficit to a social model of accommodation
Speech Therapists Roles in Multisectoral Collaboration for Children with Special Needs: A Case Study in Indonesian Special Schools Dian Atnantomi Wiliyanto; Rizki Husadani; Sinar Perdana Putra
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

To improve their communication skills, children with special needs (CSN) need a system that combines education and therapy, including speech therapy. This study aims to outline the role of speech therapists in working with teachers, parents, healthcare professionals, and others in special schools. We used a case study design and a mixed-methods approach for the research. The study involved 54 participants. We collected data through an online survey created with Google Forms. The survey results show that speech therapists in schools have six key roles: identifying and assessing needs, planning programs together, implementing integrated interventions, communicating and coordinating efforts, evaluating progress, and advocating for students. The advocacy role scored the highest, with an average of 4.50 (SD = 0.50), which is considered very high. The descriptive data also highlighted other challenges, including a lack of proper infrastructure and materials, poor coordination among different sectors, and limited government support for including speech therapy in schools.
Cognitive Ability and Working Memory as Predictors of Reading Comprehension in Elementary School Students Alfiani Vivi Sutanto; Roy Romey Daulas Mangunsong
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

This study examines the relationship between cognitive abilities, working memory, and reading comprehension in elementary school students. Using a cross-sectional analytical model, data were collected from 50 students in grades 3 to 6 using standardized instruments that had been adapted and validated to measure cognitive abilities, working memory, and reading comprehension. The results indicate that both cognitive skills and working memory have a positive relationship with reading comprehension, with working memory emerging as the strongest predictor. These results suggest that students' reading comprehension is closely related to their cognitive processing abilities. This study is limited by the relatively small sample size and the use of a cross-sectional design, which restricts causal conclusions. Nevertheless, these findings have important implications for special education and inclusive education practices, particularly in the context of early identification and intervention for students with diverse learning needs. Improvements in working memory and cognitive functioning can serve as a basis for the design of adaptive teaching strategies and support services in elementary school classrooms.
Colored Notation as a UDL (Universal Design for Learning) Strategy in Music Education: A Case Study Silvana Nada Widyaswara; Sunarto Sunarto; Udi Utomo; Ritchie Manuel Pratama
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p105-112

Abstract

This study aims to examine the implementation of colored notation as a Universal Design for Learning (UDL) strategy in angklung music instruction at SLB Yapenas Yogyakarta, a school serving students with hearing impairments, intellectual disabilities, physical disabilities, and cerebral palsy. The research employed a qualitative approach using a case study design. Data were collected through participatory observations of angklung practice sessions, in-depth interviews with the music teacher and five students as key informants, and documentation analysis of instructional materials and recorded learning activities. The data were analyzed thematically to identify patterns aligned with the three core principles of UDL. The results indicate that colored notation effectively supports inclusive learning through: (1) Multiple Means of Representation, in which colors assist students in recognizing pitch, rhythmic patterns, and playing sequences while reducing cognitive load; (2) Multiple Means of Engagement, in which colors enhance students’ attention, motivation, and emotional comfort during music lessons; and (3) Multiple Means of Expression, in which students demonstrate increased confidence and accuracy in performing angklung pieces. These findings suggest that colored notation serves as a practical and replicable model for inclusive music education in other special schools
Effectiveness of School-Based Interventions for Students with ADHD: A Systematic Review Kurnia, Edo; Muluk, Marlina
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects children’s and adolescents’ ability to maintain attention, regulate impulses, and control hyperactivity, often resulting in academic underachievement and behavioral difficulties in classroom settings. This systematic review synthesizes empirical evidence on school-based interventions for students with ADHD using PRISMA guidelines and the STAR framework. A comprehensive search was conducted across Scopus, ScienceDirect, Web of Science, and Google Scholar for publications between 2015 and 2025. Ten studies met the inclusion criteria, comprising randomized controlled trials, quasi-experimental designs, single-case studies, and meta-analyses. Data were analyzed using a structured narrative synthesis and effect size comparison where available. The findings show that behavioral, academic, and multimodal interventions consistently improve attention, reduce disruptive behavior, and enhance academic outcomes, with reported effect sizes ranging from d = 0.20 to 3.61. Successful implementation was strongly associated with structured teacher training and parental collaboration, while major barriers included limited time and insufficient institutional support. The review highlights the need for sustainable school-based intervention models supported by capacity building and technology-enhanced delivery. School-based interventions therefore represent a promising pathway to support improved learning and behavioral functioning among students with ADHD
Evaluation of the Competency Improvement Program for Teachers of Students with Intellectual Disabilities in Reproductive Health Education Sri Roswati; Amelia Vinayastri; Ermawati Ermawati
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

This study evaluates the implementation quality of the Special Education Teacher Competency Improvement Program in Reproductive Health Education organized by the Ministry of Education, Culture, Research, and Technology. Using the Kirkpatrick evaluation model, the study examines four levels: participant reactions, learning outcomes, behavioral changes, and program results. A mixed-methods approach was employed, involving questionnaires, interviews, classroom observations, analysis of student learning outcomes, and program documentation. Participants included 9 master teachers and 42 partner teachers. The findings indicate high levels of teacher enthusiasm and satisfaction, with training materials perceived as relevant and practical. Significant improvements were observed in teachers’ knowledge, attitudes, and instructional skills, accompanied by observable changes in classroom practices, including lesson planning, assessment, and the use of contextual learning media. The program positively impacted students with intellectual disabilities by enhancing understanding, learning motivation, and self-protection skills. It also strengthened collaboration among teachers, parents, school leaders, and health professionals. Overall, the program was systematically designed, responsive to teachers’ needs, and underscores the importance of sustained mentoring and the strategic role of master teachers in ensuring program sustainability
Effect of the GASING Method on Addition Speed in Students with Visual Impairments: A Single-Subject A-B-A Study Atsir Al Atsari; Dody Bakhtiar Al Anshori; Sistriadini Alamsyah Sidik; Dedi Mulia
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p83-92

Abstract

Children with visual impairments often face challenges in mastering basic mathematics. This study aimed to examine the effect of the GASING Method in improving addition calculation speed among these students. Adopting a quantitative approach, a Single Subject Research (SSR) design with an A-B-A design was used. This study involved one subject, a 6th-grade elementary school student. The instrument was a worksheet consisting of 30 addition problems, presented in Braille format. Data were analyzed visually, including trends, levels, stability, and overlap percentages between phases. The research results indicated a significant effect of the GASING Method intervention. This was particularly evident from the very low percentage of data overlap: 17 percent between Phase A1 (Baseline) and Phase B (Intervention), and 0 percent between Phase B and Phase A2 (Withdrawal). The intervention successfully reduced the subject’s average calculation time from 3.0 seconds in the A1 phase to 2.2 seconds in the B phase, further improving to 1.6 seconds in the A2 phase. This represents a significant overall reduction in completion time. Thus, it is concluded that the GASING Method is effective in improving the addition calculation speed of children with visual impairments

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