Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus
JASSI Anakku promotes research in the broad field of special need education. science, and Engineering Education. with particular respect to Indonesia, but not limited to authorship or topical coverage within the region. Contributions are expected from senior researchers, project managers, research administrators and PhD students at advanced stages of their research, representing both public organizations and private industry. Equally, the journal if intended for scholars and students, reseachers working at research organizations and government agencies, and also for enterprises undertaking applied R and D to lead innovations. The editorial contents and elements that comprise the journal include: Theoretical articles Empirical studies Practice-oriented papers Case studies Review of papers, books, and resources. As far as the criteria for evaluating and accepting submissions is concerned, a rigorous review process will be used. Submitted papers will, prior to the formal review, be screened so as to ensure their suitability and adequacy to the journal. In addition, an initial quality control will be performed, so as to ensure matters such as language, style of references and others, comply with the journals style. The below mentioned areas are just indicative. The editorial board also welcomes innovative articles that redefine any Children with Special Needs field. Assessment Learning Handling of Children with Special Needs Teaching children with special needs Intervention of children with special needs Education Education of children with special needs
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<![CDATA[The Use of The Drill Method to Improve Learning Outcomes Ability to Wear A Button Shirt on students with Intellectual Disabilities ]]>
<![CDATA[Ida Yohaidah]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.39539
<![CDATA[The purpose of this study was to obtain an overview of the use of the drill method to improve the ability of learning outcomes to wear button-down shirts in students with intellectual disabilities children. The method used in this research is Classroom Action Research (CAR) using the drill method. The subjects in this study were four students of class VII at Sekolah Luar Biasa Asih C Manunggal Bandung Indonesia. The results showed that the use of the drill method can improve the ability of learning outcomes to wear button-down shirts in intellectual disabilities children, this happens because the method used is the drill method. This assessment has an impact on students' abilities based on the results of quantitative data calculations, there is an increase in the ability to wear button-down shirts, the use of the drill method can be applied to improve the ability to wear button-down shirts in students with intellectual disabilities, which can be used by teachers in the learning process.]]>
<![CDATA[The Use of Basic Sewing Book to Improve Sewing Ability with Student with Autism ]]>
<![CDATA[Nurisma Nuraina]]>;
<![CDATA[Lusie Fajarianie]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.39726
<![CDATA[The purpose of this study was to determine the use of basic sewing books to improve the ability to sew basting stitches for students with autisms. The method used in this classroom action research is a demonstration learning method. The subjects of this study were 3 students with autisms at Sekolah Luar Biasa Negeri Sukanagara. The use of basic sewing books showed an increase in the ability to sew on a bast stitch in all students. In the third cycle, each student gets a score that exceeds the minimum completeness criteria that have been set, which is 81. This happened because the basic sewing books used were easy to understand and follow by students. This study demonstrates that the use of an easy-to-understand basic sewing book will accelerate students' understanding. In addition, a good basic sewing book will also make it easier for teachers to guide students, especially for students with autisms.]]>
<![CDATA[The Use of Interactive Educa Studio Media as an Effort to Increase Buying Introduction Ability in Supermarket for Student with Intellectual Disabilities ]]>
<![CDATA[Puput Roshandayani]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.39736
<![CDATA[The purpose of this study was to improve the ability to recognize buying and selling in supermarkets through interactive Educa studio media for students with mild intellectual disabilities. This study used classroom action research using interactive learning methods for students with mild intellectual disabilities as many as 5 students who took the test. The data collection technique in this study is a qualitative descriptive technique. We collected data based on the results of the tests imposed on respondents. Based on the results of the three cycles of action, it can be concluded that the use of Educa studio media can increase the ability to recognize buying and selling in supermarkets with an average increase in achievement of 0.5, learning achievement when compared to the initial conditions increases by an average of 1.5 from 5.00 to 6.50.]]>
<![CDATA[Analysis of the Impact of Online Learning on Self-Development Students with Intellectual Disability in Family Perspective ]]>
<![CDATA[Maulani Nurul Sofyan]]>;
<![CDATA[M. Muktiarni]]>;
<![CDATA[Jonah Mupita]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i2.38566
<![CDATA[This study purpose to determine the impact of online learning on the self-development ability of students with intellectual disabilities from a family perspective. The method used in this study is a mixed experimental method involving 8 parents of students with intellectual disabilities. This research stage is pre-test - treatment - post-test. As a result, there is no significant impact of online learning on the self-development ability of students with intellectual disabilities. Changes only occurred in the decrease in the habit of getting up early in the morning as much as 12.5% and the increase in the habit of studying regularly as much as 12.5%. Treatment in the form of learning videos of daily living activities only affected increasing students' morning habits by as much as 12.5%. This happens because students can take care and care for themselves independently. In addition, the limited time in treatment makes the results less than optimal. Online learning has both positive and negative impacts on students with intellectual disabilities. To reduce the negative impact, regular practice and collaboration between parents and teachers are needed so that students can achieve independence.]]>
<![CDATA[Increasing the Reading Interest of Students with Intellectual Disability through 15-minute Reading Movement and the Role of Parents during the Covid-19 Pandemic ]]>
<![CDATA[Vania Nyepi Lianti]]>;
<![CDATA[Asri Wibawa Sakti]]>;
<![CDATA[Asep Rudi Irawan]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i2.38568
<![CDATA[The purpose of this study was to determine the increase in reading interest of students with an intellectual disability after carrying out a 15-minute reading movement and the role of parents in helping their children during the Covid-19 pandemic. The method used in this research is a case study method for two students with intellectual disabilities. The results of this study are students with intellectual disabilities become enthusiastic to read and have a high interest in reading. From these results, we get differences in the results of the pre-test and post-test. This is because students get interesting reading and support from their parents. Indeed, this movement has an impact on the reading interest of every student with intellectual disability.]]>
<![CDATA[Analysis of Learning Independence of Children with Special Needs ]]>
<![CDATA[Yusi Adetia Putri]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Iding Tarsidi]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.34066
<![CDATA[Learning independence is an important value that every student must have. Students in SLB B Budi Nurani, Sukabumi City need to be independent in the learning process, because in fact all students are not yet independent, in other words there are still students who need help from others in learning. The purpose of this study was to determine how the independent learning of children with hearing impairment in SMPLB SLB B Budi Nurani, Sukabumi City. The research method used in this research is descriptive quantitative. The independence analysis in this study was conducted on five students. In conducting this study of independent learning, researchers measured learning independence using an instrument in the form of an observation sheet. Data collection is done by means of observation, then the data obtained is then analyzed descriptively quantitatively. The conclusion of this research is that the class VIII hearing impairment child of SMPLB B Budi Nurani Sukabumi City is independent in learning. This is based on the results of research data processing which shows the percentage per indicator achieved by deaf grade VIII children is in the independent and very independent category.]]>
<![CDATA[Improvement Hydroponic Cultivation Skills through The Demonstration Method in Student with Intellectual Disabilities ]]>
<![CDATA[R. Rianatara]]>;
<![CDATA[Erna Narsih Nagai]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.48113
<![CDATA[The purpose of this study was to determine the improvement of hydroponic plant cultivation skills in students with mild special needs in Schools with special needs-C Education Foundation for Special Needs Asih Manunggal Asih Manunggal Bandung through demonstration method. The type of research used isClassroom Action Researchwith 3 students with mild special needs as the subject. Data analysis techniques were carried out quantitatively and descriptively qualitatively. The results showed that there was a change in student scores with a significant increase in ability in hydroponic cultivation skills from each cycle of actions in learning that met the minimum completeness criteria, namely a score of 70 in skills lessons after students received hydroponic plant cultivation learning through the demonstration method. This success is because the demonstration method is very effectively used in learning hydroponic skills, where students can understand the real or imitation in a process or the workings of an object related to the lesson material. The demonstration method can be considered by teachers to be used in the skills learning process, especially hydroponic plant cultivation skills for mentally retarded students and can be developed for learning other materials.]]>
<![CDATA[Internal Support System of Inclusive Education ]]>
<![CDATA[Witri Shafira]]>;
<![CDATA[J. Juhanaini]]>;
<![CDATA[Zulkifli Shiddiq]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.39529
<![CDATA[The purpose of this study was to reveal how the internal part of the school supports the organizers of inclusive education at 093 Tunas Harapan Cijerah Elementary School. The method used in this research is descriptive with a qualitative approach, the subjects of this research are school principals and teachers at 093 Tunas Harapan Cijerah Elementary School. Based on the results of the study, the internal support system at 093 Tunas Harapan Cijerah Elementary School is still far from ideal, this is because each party as part of internal support has not fully supported the implementation of inclusive education at 093 Tunas Harapan Cijerah Elementary School. Furthermore, this has an impact on the learning and mobilization of students with special needs in schools. The learning of students with special needs in practice is completely left to the special supervisory teacher, therefore there is a need for a reassessment of how teachers as internal support the learning of students with special needs in the classroom.]]>
<![CDATA[Systematic Literature Review: Inclusive Education's Impact on the Academic Performance of Social and Emotional Barriers. ]]>
<![CDATA[Maksud Khashimov]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.63226
<![CDATA[Inclusive education has become an increasingly relevant topic in the context of education. Evaluating inclusive education programs and providing competency training for teachers can be crucial steps in enhancing the performance of inclusive education. This research aims to delve into a comprehensive understanding of the relationship between inclusive education and the socio-emotional development within the educational context. The research employs the Systematic Literature Review (SLR) method to gather and analyze data from 21 relevant articles on the examined topic. The findings indicate that implementing inclusive approaches and specific teaching strategies can positively impact the learning development and academic performance of children with special needs. The importance of ensuring equal opportunities for these children to receive quality education is also highlighted in this article. The research results provide insights into the necessity of inclusive approaches and adequate social support to holistically facilitate the development of socio-emotional skills in children with special needs. The article underscores significant implications for the development of inclusive education for children with special needs, revealing that appropriate inclusive approaches and teaching strategies can aid in improving their learning development and academic performance. These implications reinforce the need for adequate social support and holistic approaches to create an inclusive, supportive, and stimulating educational environment that fosters the positive potential of children with special needs.]]>
