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Jurusan Pendidikan Luar Biasa, Universitas Sultan Ageng Tirtayasa Kampus 2 Jl. Ciwaru Raya No. 25, Kota Serang, 42117, Indonesia
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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 5 Documents
 1 
Search results for , issue "vol 11, no 2 (2026)" : 5 Documents clear
Parental Presence and Meaning-Making in Hybrid Informal Learning for Children with Intellectual Disabilities Sopingi Sopingi; Supriyono Supriyono; Sri Wahyuni
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i2.39309

Abstract

This study examines how parents of children with intellectual disabilities construct meaning and enact their roles within informal hybrid learning ecosystems, moving beyond deficit-oriented perspectives that portray them merely as vulnerable caregivers. Using a qualitative approach grounded in Interpretative Phenomenological Analysis (IPA), in-depth semi-structured interviews were conducted with 9 (nine) parents of children with mild to moderate intellectual disabilities in Malang Raya, Indonesia. The analysis identifies a transformative process in which parents shift from initial confusion and self-blame toward reflective pedagogical awareness. Over time, they reconstruct their identities as active learning facilitators who intentionally design home, community, and digital spaces as interconnected learning environments. Their practices are shaped by three interrelated dimensions of meaning: existential (orientation toward the child’s future independence), relational (dialogue and emotional closeness), and moral (commitment to character formation). These dimensions guide how parents structure daily routines, manage interactions, and utilize digital resources to foster autonomy and social development. The study concludes that parental agency in informal hybrid ecosystems is experiential, relational, and meaning-driven, and that strengthening inclusive education requires systemic support, equitable digital access, and responsive school–family partnerships that recognize parents as ecological learning designers
Induction Program with Coaching Method in Improving the Professional Competence of Special School Teachers Irawan Irawan; Rahmatrisilvia Rahmatrisilvia; Damri Damri; Elsa Evrina
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i2.41810

Abstract

This study aims to develop and examine the effectiveness of an induction program based on the coaching method in improving the professional competence of new teachers at Special Schools (SLB). The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 30 new SLB teachers spread across five districts/cities in North Sumatra. Data collection instruments included observation sheets, teacher competency questionnaires, and in-depth interviews. The results showed that the coaching-based induction program developed was valid (expert validation score 87.5%), practical (practicality score 84.2%), and effective in improving the professional competence of SLB teachers. The improvement of teacher professional competence is evidenced by a gain score of 0.72 (high category) in special pedagogical aspects, 0.68 in adaptive material mastery, and 0.75 in inclusive classroom management. The implications of this research provide recommendations for education departments and school principals to implement structured coaching-based induction programs as a standard for professional development of new SLB teachers.
The effectiveness of concrete manipulation media to improve understanding of number concepts and basic operations in students with physical disabilities Fayza Novalia Ramadanti; Karlina Dieka Rasnah; Via Waspia; Sistriandini Alamsyah Sidik
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i2.41971

Abstract

The purpose of this study was to determine the effectiveness of using concrete manipulative media in improving the understanding of number operations and basic arithmetic among students with physical disabilities in a public special education school in Serang, Banten. This study employed a classroom action research (CAR) approach based on the Kemmis and McTaggart model, comprising planning, action, observation, and reflection. The subjects were three students with physical disabilities who were struggling to grasp number concepts and basic arithmetic. The study was conducted over two cycles, each consisting of two sessions. The findings revealed a significant improvement in the students' ability to analyze number symbols, work with concrete objects, and perform simple subtraction. The students' average proficiency fell into the "developing" category in Cycle I and advanced to the "developing as expected" category in Cycle II. The use of concrete manipulative media effectively enhanced motivation, understanding of mathematical concepts, and the engagement of students with physical disabilities. The study's implications indicate that a hands-on approach utilizing concrete objects is highly relevant for adaptive mathematics education for students with special needs.
Managing Challenging Behaviors of Students with Special Needs in Inclusive Elementary Schools in Yogyakarta City Itsna Naziihah; Irmawanti Irmawanti; Aini Mahabbati
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i2.42193

Abstract

Challenging behaviors are a major obstacle to inclusive education because they affect classroom management and learning. This study aimed to identify forms of challenging behaviors, explore teachers’ management strategies, and examine the challenges they face in addressing such behaviors. A qualitative approach was employed. Data were collected through semi-structured interviews with six special education teachers from five inclusive elementary schools in Yogyakarta City selected through purposive sampling. The data were analyzed using thematic analysis involving coding, categorization, and theme development. The findings revealed various forms of challenging behaviors, predominantly exhibited by students with autism and Attention Deficit Hyperactivity Disorder (ADHD), with attention-seeking identified as the primary trigger. Other contributing factors included sensory issues, communication difficulties, and family-related factors. Teachers employed various strategies, including positive behavior support, behavior contracts, assertive communication instruction, collaboration, and pull-out services. However, an insufficient number of special education teachers, limited behavior-management competencies, inadequate facilities, lack of written guidelines, and limited family support constrained effective behavior management. The findings highlight the need to strengthen teacher capacity and develop practical behavior-management guidelines for inclusive schools.
Improving teacher readiness through Universal Design for Learning training Meta Silfia Novembli; Sri Wahyuni; Nisaul Hasanah
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v11i2.41303

Abstract

Inclusive education requires teachers to design learning that responds to diverse learner needs. However, teachers in Indonesia, including Pekanbaru, still face challenges in developing readiness to implement flexible and inclusive instruction. This study examined changes in teachers’ perceived readiness to implement Universal Design for Learning (UDL) following a three-day professional development program. A one-group pretest-posttest design was employed with 27 teachers in Pekanbaru, Indonesia. Data were collected using a validated 15-item questionnaire covering three UDL dimensions: multiple means of representation, action and expression, and engagement. Item-total correlations ranged from 0.468 to 0.865, with Cronbach’s alpha of 0.944. Data were analyzed using descriptive statistics and a paired-samples t-test. The mean teacher- readiness score increased from 30.63 at pretest to 53.67 at posttest, indicating substantial improvement following the training. The findings suggest that structured UDL professional development can strengthen teachers’ perceived readiness to implement UDL in inclusive learning contexts. However, the one-group design limits causal interpretation. Further research using comparison groups and follow-up measurements is recommended.

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