cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Siti Musayaroh
Contact Email
sitimusayaroh17@untirta.ac.id
Phone
+628977491535
Journal Mail Official
plb@untirta.ac.id
Editorial Address
Jurusan Pendidikan Luar Biasa, Universitas Sultan Ageng Tirtayasa Kampus 2 Jl. Ciwaru Raya No. 25, Kota Serang, 42117, Indonesia
Location
Kab. serang,
Banten
INDONESIA
Jurnal Unik: Pendidikan Luar Biasa
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 24431389     EISSN : 25488031     DOI : http://dx.doi.org/10.30870/unik
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Jurnal Unik: Pendidikan Luar Biasa is expected to serve as a publication media for the results of quality scientific research, especially special education. The scope of the Jurnal Unik: Pendidikan Luar Biasa in the field of special education, especially children experiencing barriers to physical, intellectual, and social communication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol 11, No 1 (2026)" : 8 Documents clear
Sexual Behavior Patterns among Deaf and Hard-of-Hearing Students: A Descriptive-Exploratory Study in West Sumatra, Indonesia Efrina, Elsa; Rahmahtrisilvia, Rahmahtrisilvia; Sukma, Yoga Hadia; Budi, Setia; Rochyadi, Endang; Susetyo, Budi; Akhlan, Riksma Nurahmi; Hernawati, Tati; Santoso, Yoga Budhi
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.v11i1.39095

Abstract

Sexual development is a natural aspect of human growth experienced by all students, including Deaf and Hard-of Hearing (DHH) students. However, communication barriers among DHH students may limit their understanding of privacy boundaries and social norms, thereby increasing the risk of inappropriate sexual behaviors. This study aimed to identify the types of observable sexual behaviors among DHH students enrolled in special schools in West Sumatra, Indonesia. A descriptive–exploratory design was employed. The participants consisted of seven teachers from special schools who taught DHH students. Data were collected using an online questionnaire distributed via Google Forms. Quantitative and qualitative analytical techniques were applied to examine the data. The findings indicate that students exhibited various forms of sexual behavior, including non-verbal sexual behaviors, verbal sexual behaviors, self or other endangering sexual behaviors, and extreme behaviors. All participating teachers reported instances of students touching others’ bodies without permission (100%) and pressing or leaning their body against others (75%). These results underscore the importance of targeted sexuality education and communication support for students with DHH within special school settings
Teachers' Perception of Learning Strategies for Students with Special Needs Suseno, Adi; Prabawati, Wening; Pujaningsih, Pujaningsih; Widyastuti, Tria
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.v11i1.39084

Abstract

This study aims to describe teachers' perceptions of learning strategies for students with special needs in inclusive schools and to identify factors related to these perceptions, including educational background, teaching experience, and professional training experience. The study uses a descriptive design with a quantitative approach. The research subjects consisted of 33 teachers from inclusive schools in Yogyakarta City with diverse demographic characteristics. Data were collected using a five-point Likert scale questionnaire measuring understanding of student’s characteristics, the ability to adapt learning strategies, and the ability to integrate strategies with other learning components. The data were analyzed descriptively using percentages to illustrate teachers' response trends, supported by statistical software. The research results show that teachers with a background in Special Education have a higher level of understanding and ability to adapt teaching strategies compared to teachers from other educational backgrounds or non-education backgrounds. Teaching experience of more than five years tends to be associated with more positive perceptions of competence, although this pattern is not entirely linear. Professional training shows mixed results, with some trained teachers demonstrating critical reflection on their abilities. Factors that support the implementation of teaching strategies include understanding student diversity, student engagement, collaboration, teacher commitment, and communication. Conversely, inhibiting factors include low student motivation, limited pedagogical understanding, and lack of family support. Overall, teachers' readiness for inclusive pedagogy is most strongly related to formal preparation in special education, while experience and training contribute contextually to perceptions of competence in inclusive education practice.
Improving Communication Competency Skills in Autism Spectrum Disorders in Adaptive Physical Learning Through Augmentative and Alternative Communication (AAC) Erlani, Lalan; Yasuhi, Kawai; Jauhari, Muhammad Nurrohman; Pratama, Toni Yudha
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.v11i1.38994

Abstract

This study aims to improve the communication competence of children with Autism Spectrum Disorder (ASD) through the implementation of an Augmentative and Alternative Communication (AAC) system within Adapted Physical Education (APE) learning. The AAC system developed in this study comprises structured guidelines, instructional approaches, practical tutorials, strategies, and visually based learning methods specifically designed to support children with autism in educational settings. A mixed-methods research design was employed to comprehensively examine the effectiveness of the intervention. This approach integrates both qualitative and quantitative data collection and analysis to provide a more robust understanding of the research problem. The underlying assumption of this design is that combining qualitative and quantitative evidence yields deeper and more nuanced insights than relying on a single methodological approach. The findings demonstrate that AAC interventions effectively facilitate the development of communication functions among children with ASD. Consistent with prior research, the results indicate that AAC enhances speech production, functional communication, expressive language abilities, and receptive language skills. These outcomes suggest that integrating AAC into Adapted Physical Education can serve as an effective pedagogical strategy to promote communicative competence and social participation for children with ASD.
SELF-ASSESSMENT AND PEER-ASSESSMENT DISCREPANCIES IN EVALUATING MATHEMATICS TEACHING SKILLS: EVIDENCE FROM PRE-SERVICE SPECIAL EDUCATION TEACHERS IN INDONESIA Yuliana, Syari; Nurhastuti, Nurhastuti; Iswari, Mega Biran; Nasri, Yosa Yulia; Handayani, Endang Sri; Zulpiani, Mardhatillah; Budi, Setia
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

Abstract

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.[
Developing Initial Assessments for Learning Needs of Children Aged 5-6 Novianti, Rahmah; Yani, Firda Tuti; Intan, Fatma Rizki
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.v11i1.38982

Abstract

Initial assessment in Early Childhood Education plays a crucial role in identifying children’s developmental levels, learning readiness, and potential developmental delays before formal learning begins. This study aims to develop a valid and practical initial assessment instrument that can be used by teachers to identify children’s cognitive, language, and social-emotional development, as well as to support early screening of potential special needs. This research employed a Research and Development (R&D) approach using the ADDIE model. The study was conducted in two kindergartens in Palembang. Involving two expert validators and ten teachers, with 48 children aged 5-6 years observed as assessment subjects. The result showed that the instrument achieved a validity level of 83.82% (valid category) and a practical level of 86.75% (very practical category). The findings indicate that the developed instrument is easy to use, understandable, and useful for teachers in identifying children’s initial conditions. Furthermore, the instrument has potential as an early screening tool to identify children who may require further assessment for developmental delays or special education needs.
The Effect of Virtual Reallity-Based Intervention on Walking Ability in Children with Spastic Diplegic Cerebral Palsy : A Single-Subject Study Akhlan, Riksma Nurahmi Rinalti; Tanbrin, Nita Nitiya Intan; Heryati, Euis; Omonovich, Khimmataliev Dustnazar
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.v11i1.38970

Abstract

Children with spastic diplegic cerebral palsy commonly experience limitations in walking ability, which significantly affect their functional independence and quality of life. This study aimed to examine the effect of a virtual reality–based intervention on walking ability in children with spastic diplegic cerebral palsy. A quantitative approach using a single-subject research design was employed. Three children participated as individual cases based on predefined inclusion criteria. The intervention was implemented across three phases: baseline-1, intervention, and baseline-2. Walking ability was assessed using performance tests and systematic observation, with outcomes measured using the Gross Motor Function Measure (GMFM). Data were analyzed through within-condition and between-condition analysis to identify changes across phases. The results demonstrated a consistent improvement in walking ability during the intervention phase, with increased stability and higher GMFM scores compared to baseline conditions. Improvements were maintained during the post-intervention phase, indicating a retention effect. These findings suggest that virtual reality–based intervention provides effective motor stimulation and supports improvements in walking ability in children with spastic diplegic cerebral palsy. Virtual reality may serve as a promising complementary approach in pediatric motor rehabilitation, particularly for enhancing motivation, engagement, and functional mobility.
School Readiness for Developing Gifted Curriculum Model in Inclusive Schools Wahab, Rochmat; Suseno, Adi; Pamungkas, Bayu; Darojat, A'yunin Akrimni; Wirawan, Pradita Rizky; Diniarti, Gena; Alfi, Mar'atu Husnia; Sujana, Intan Tamara
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.v11i1.39091

Abstract

This study examines the readiness of inclusive schools in developing and implementing curriculum services for gifted students, as gifted learners are often underserved within inclusive education systems that primarily focus on students with disabilities. The study aimed to analyze school readiness, curriculum models, supporting factors, and constraints in implementing gifted education within inclusive schools in the Special Region of Yogyakarta, Indonesia. The research employed a quantitative descriptive approach with a survey, complemented by qualitative confirmation through focused discussions to deepen and validate the findings. The participants consisted of 39 respondents, including school principals, curriculum development team members, and special education teachers who were directly involved in curriculum planning and instructional implementation for gifted students. Data were collected using questionnaires and focused discussions, while data analysis employed descriptive statistical techniques, including frequencies and percentages, alongside descriptive qualitative analysis through data reduction, categorization, and cross-validation of findings. The results indicate that schools generally demonstrate positive readiness in supporting gifted education through supportive policies, qualified human resources, access to educational resources, and collaboration among stakeholders. Most respondents acknowledged the importance of specialized curricula for gifted students and reported that current curriculum practices are generally relevant to students’ needs and potential. Schools have also begun implementing differentiated learning, enrichment activities, and collaborative curriculum planning involving principals, teachers, parents, and professionals. However, the findings also reveal several important challenges, including limited teacher understanding of gifted curriculum models, lack of standardized operational guidelines, limited implementation of acceleration programs and individualized education programs, as well as inconsistencies in curriculum flexibility and evaluation practices. Focus discussions further revealed that curriculum implementation often depends on teacher initiative and informal differentiated practices rather than systematic institutional frameworks. Overall, the study highlights the need for stronger policy support, sustainable professional development, curriculum flexibility, and systematic evaluation to ensure effective and equitable educational services for gifted students within inclusive schools.
Effectiveness of Montessori Art Learning on Fine Motor Skills of Children with Moderate Intellectual Disabilities in a Special Primary School Syarifah, Anis Tuing Isti Nur; Ishartiwi, Ishartiwi; Cahyani, Leni Ambar; Prihandini, Farah
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.v11i1.39087

Abstract

This study aimed to investigate the effectiveness of Montessori Practical Life activity–based visual art learning in improving fine motor skills of children with moderate intellectual disabilities in special school. The research employed a quasi-experimental design with one group pre-test and post-test. Four students with moderate intellectual disabilities participated as subjects. Data were collected using performance tests adapted from Bruni Fine Motor Components and analysed with the Wilcoxon Signed Ranks Test. The findings indicate that Montessori Practical Life activity–based visual art learning significantly enhanced fine motor skills, as evidenced by the rejection of the null hypothesis (T count = 0, T table = 0) after eight sessions. Improvements were observed in several indicators, including body stability, bilateral coordination, eye–hand coordination, and dexterity. The effectiveness of this approach can be attributed to the alignment between the objectives of visual art learning and Montessori Practical Life activities, the freedom provided for children to explore activities independently, and the contextualization of tasks with daily routines. The integration of Practical Life activities—such as moving objects with a spoon before colouring and drawing, using tongs before cutting, and folding cloth before paper folding—helped strengthen finger movements. Montessori Practical Life–based visual art learning proves effective in enhancing fine motor skills of children with moderate intellectual disabilities in Special Primary School.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol 11, No 1 (2026) Vol 10, No 2 (2025) Vol 10, No 1 (2025) Vol 9, No 2 (2024) Vol 9, No 1 (2024) Vol 8, No 2 (2023) Vol 8, No 1 (2023) Vol 7, No 2 (2022) Vol 7, No 1 (2022) Vol 6, No 2 (2021) Vol 6, No 1 (2021) Vol 5, No 2 (2020) Vol 5, No 1 (2020) Vol 4, No 2 (2019) Vol 4, No 1 (2019) Vol 3, No 3 (2018) Vol 3, No 2 (2018) Vol 3, No 1 (2018) Vol 2, No 2 (2017) Vol 2, No 1 (2017) Vol 1, No 2 (2016) Vol 1, No 1 (2016) More Issue