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Munawir Yusuf
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Pusat Studi Difabilitas (PSD), Lantai II Gedung LPPM UNS, Jalan Ir. Sutami 36A Kentingan Surakarta, Jawa Tengah, Indonesia
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INDONESIA
Journal of Disability
Published by Universitas Sebelas Maret
ISSN : -     EISSN : 28284542     DOI : 10.20961
Core Subject : Humanities, Health, Education, Social,
Humanities Education Public Health Social Sciences Other
The journal publishes original research and review articles, including field research related to: Disability: Perspective Social, Education, Learning & Humanities Disability: Perspective Health, Law & Human Right Disability: Perspective Economics, Policym Assistive Technology, & Disaster
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol 4, No 2 (2024): December (In Press)" : 4 Documents clear
GUIDANCE AND COUNSELING SERVICES FOR CHILDREN WITH SPECIAL NEED IN INCUSIVE PRIMARY SCHOOLS Dewi Sri Rejeki; Mahardika Supratiwi; Herry Widyastono; Gunarhadi Gunarhadi; Hermawan Hermawan; Joko Yuwono; Leni Ambar Cahyani
Journal of Disability Vol 4, No 2 (2024): December (In Press)
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i2.94846

Abstract

Children with special needs often face complex challenges beyond their primary disability. These challenges can significantly impact their overall well-being and academic performance. This study aimed to assess the provision of guidance and counseling services for ABK in inclusive primary schools in Surakarta, Indonesia. A survey involving 10 inclusive primary schools was conducted, utilizing questionnaires and semi-structured interviews with teachers and parents. Data analysis employed descriptive analysis of both quantitative and qualitative data. The findings indicate that while most inclusive primary schools in Surakarta offer guidance and counseling services, these services are often limited by factors such as a lack of specialized personnel, inadequate infrastructure, and insufficient time allocation. Additionally, the integration of guidance and counseling services into classroom activities can be challenging due to diverse student needs. To enhance the effectiveness of guidance and counseling services for ABK, it is crucial to provide adequate training for teachers, allocate dedicated time and space for these services, and foster strong collaboration between schools, families, and community organizations.
THE EFFECT OF USING A DIGITAL-BASED COMMUNICATION LEARNING GUIDE FOR AUTISM CHILDREN ON PARENTS UNDERSTANDING WHEN TRAINING COMMUNICATION IN AUTISM CHILDREN Wulan Utami; Agus Kristiyanto; Joko Yuwono
Journal of Disability Vol 4, No 2 (2024): December (In Press)
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i2.99388

Abstract

AbstractThe background to this research is the lack of understanding of parents in assisting children with autism in learning to communicate at home. This is due to the lack of references and inappropriate learning assistance methods. Parents need proper guidance to assist children with autism in learning to communicate at home. This research aims to determine the effect of using a digital-based communication learning guide for autistic children on parents' understanding when training communication for autistic children. This research uses a Research and Development (R&D) approach with the ADDIE development model. The subjects in this study were 24 parents of autistic children. The data collection technique uses a multiple choice objective test with a total of 15 questions. The data analysis technique uses non-parametric statistics with the Wilcoxon Sign Rank Test with the help of SPSS 29. The results of data analysis obtained a scale value of ????ℎ???????????????????? = -4,299 with Asymp. Sig. (2-tailed) <.001. The probability value in Zcount is then compared with the significance level α = 0.05. There is a significant difference between the pretest and posttest results with P 0.01, which is smaller than the significance level of 0.05 or 5%. Thus Ho is rejected and Ha is accepted. Based on the results of the research analysis, it was concluded that there was a significant influence on the use of digital-based communication learning assistance guides for autistic children for parents in increasing parents' understanding when training communication for autistic children.Keywords: Digital Applications, Communication, Autistic Children, Parents
PUZZLE-BASED LEARNING TO ENHANCE BODY PARTS KNOWLEDGE IN SECOND-GRADE STUDENTS WITH INTELLECTUAL DISABILITIES AT SLB NEGERI KARANGANYAR Muhammad Hamdany Munawwa; Munawir Yusuf; Dewi Sri Rejeki
Journal of Disability Vol 4, No 2 (2024): December (In Press)
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i2.95474

Abstract

Special schools are educational institutions specifically designed for students with intellectual disabilities. Students with intellectual disabilities are often referred to as children with special needs who experience limitations in their cognitive abilities ranging from mild to severe. This study aims to determine whether puzzle-based learning can enhance knowledge about body parts in second-grade mentally disabled children at SLB Negeri Karanganyar. The research approach used is quantitative saturation sampling. Data collection for the research used a written test instrument with a total of 11 multiple-choice questions. The data analysis technique used to test the research hypothesis is the Wilcoxon Sign Rank Test. The results of this study show an increase in students' scores from 56.67 in the pretest to 83.33 in the posttest. The conclusion of this study is that puzzle-based learning games have an impact on improving knowledge about body parts for second-grade students with intellectual disabilities at SLB Negeri Karanganyar.
IMPLEMENTATION OF GAGNE'S THEORY IN LEARNING FOR CHILDREN WITH ADHD Bhanasya shafa Aurelia; Aziziah Oktaviana Sari
Journal of Disability Vol 4, No 2 (2024): December (In Press)
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i2.98938

Abstract

This article explores the importance of implementing Gagne’s Theory in learning for children with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD often struggle with maintaining focus, processing information efficiently, and retaining knowledge, making it crucial to adopt structured and adaptive learning approaches to support their educational needs. Gagne’s Theory, known for its systematic and sequential instructional principles, provides an effective framework for enhancing the learning experience of children with ADHD. This article outlines key principles of Gagne’s Theory and examines how they can be practically applied in learning environments to accommodate the unique challenges faced by children with ADHD. By implementing clear learning objectives, structured instruction, engaging stimuli, and reinforcement strategies, educators can create a more inclusive and supportive learning experience that helps ADHD students maximize their potential. The application of Gagne’s principles not only enhances academic achievement but also supports the development of self-regulation and cognitive skills, enabling children with ADHD to overcome learning barriers and thrive in educational settings.

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