Journal of ICSAR
This journal is expected to serve as a publication media for the results of quality scientific research, especially the special education of children, which can be accessed online, printed and free by the people of Indonesia and the international community. The article (article) published in this Journal of ICSAR is an article that has passed or completed the review process by peer-reviewed.
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<![CDATA[Digital Portfolio Assesment: A Self-Reflection Way for Teachers and Special Need Students ]]>
<![CDATA[Kurniawan, Redite]]>;
<![CDATA[Khukmi, Khusniatul]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p230
<![CDATA[Technology and the internet are useful in learning recently. One of them is through digital portfolio assessment as a whole part of learning for special needs students. The purpose of this study is to find out a theory that digital portfolio is not only useful for figure out the progress of achievement of special needs students, but also become a way of self-reflection for teachers and students in learning. The method used in this study was a grounded theory approach with the following steps: 1). Theorization of research by collecting theories on portfolio/digital portfolio assessment as well as self-reflective teachers and students in inclusive school, 2). Collecting data and relevant theoretical samples to the topic, 3). Data analysis to produce a new theory. The results showed that the digital portfolio assessment benefits for increasing the achievement of the development of special needs students as well as self-reflection for teachers and special needs students. As a self-reflection, digital portfolio assessment fulfills the following elements: 1). Increase emotional intelligences, 2). Connecting knowledge and feelings with learning experiences, 3). Emotional engagement with learning experiences.]]>
<![CDATA[Inclusive Practices: Levels of Teacher Collaboration in Regular Schools ]]>
<![CDATA[Widodo, Agus Pratomo Andi]]>;
<![CDATA[Hufad, Achmad]]>;
<![CDATA[Sunardi, Sunardi]]>;
<![CDATA[Hardi, Enny]]>;
<![CDATA[Safitri, Adinda]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p346
<![CDATA[This research aims to analyze the collaborative learning in inclusive schools from the perspective of teachers and its implementation. Collaborative learning will be a challenge if there are children with special needs and regular students learning together in inclusive class. This research used quantitative research method with descriptive approach. This research was conducted in 10 inclusive schools involving 20 teachers (10 special teachers and 10 regular teachers). The results showed the acceptance of the existence of children with special needs by regular teachers related to the collaboration process in inclusive schools. The collaboration levels that occurred were 50% very good (level 1), 30% good (level 2) and 20% poor (level 3). Collaborative learning will succeed when the regular teachers accept the existence of children with special needs.]]>
<![CDATA[Development of Augmented Learning Media Reality for Students Learning Difficulties in Elementary School ]]>
<![CDATA[Angreni, Siska]]>;
<![CDATA[Sari, Rona Taula]]>;
<![CDATA[Masyitah, Ike]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p271
<![CDATA[This study aims to produce interactive augmented reality media in science learning for students with special needs that are valid and practical. To achieve the goal, the method used is the research and development method, adopting the ADDIE model, namely 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. The instrument used is the validity observation sheet and the practicality observation sheet. Based on data analysis, it was found that the validity of the Augmented Reality-based learning media for fifth grade elementary school students that was developed was declared valid with an average score of 3.32. Therefore, this learning media can be used as a supporting tool in the learning process in class V elementary school. Practicality The learning media based on Augmented Reality for grade V Elementary School students that was developed was stated to be very practical with a percentage of 91.8% consisting of 90.6% of teacher response questionnaires and 93.2% of student response questionnaires, so that augmented reality-based learning media developed belongs to the very practical category, so this media can be used as one of the learning materials, especially in science subjects on the water cycle material for fourth grade elementary school students.]]>
<![CDATA[Learning Strategies Through Babbling Techniques to Improve Language Comprehension Ability in Deaf Children at YPLAB SLB Lembang West Java ]]>
<![CDATA[Ridwan, Prinanda Gustarina]]>;
<![CDATA[Novianti, Ranti]]>;
<![CDATA[Koestieni, Eny]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p212
<![CDATA[Language is a symbol of the referee sound used by members of social groups to work together, communicate, and identify themselves. The main function of language is as a means of communication between humans. With language will facilitate communication between individuals. This is not owned by deaf children. They have difficulty in language skills, especially in abstract understanding. So that deaf children must be given optimal educational services. Based on the language development of deaf children it stops in the groping or babbling phase so that their language experience is very limited. As a result, they have difficulty understanding language and communicating less than optimally. The language in question is the ability of deaf children to understand receptive and expressive language. For this reason, learning strategies are needed to improve language comprehension skills with palpation techniques. The babbling technique is an alternative in this learning because the syllable repetition technique makes deaf children able to think, combine letters into word structures. So that children can understand the word well. This research is based on the barriers of deaf children in understanding language, so a learning strategy is made with the results of field needs analysis. The method used uses research and development (R&D). The results of the field data show that learning strategies using babbling techniques can improve the ability of deaf children to understand language. This can be seen from the increase in the ability of deaf children to recognize syllables, words and being able to understand stories before and after being given learning through the babbling technique. Therefore, through appropriate learning strategies, they can develop their potential comprehensively.]]>
<![CDATA[JARIMU Application as a Self-Development Medium for Children with Intellectual Disabilities ]]>
<![CDATA[Apriliani, Lia]]>;
<![CDATA[Rochyadi, Endang]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p310
<![CDATA[Introducing money is a self-development skill for children with intellectual disabilities that is very important in their lives. However, this is often a problem and is misunderstood by children with intellectual disabilities. This confusion occurs because they are often presented directly as money, while their value and function are not well understood. As a result, the direct use of money as a medium becomes less attractive, has no meaning, and is only used as a toy that has no direction. The purpose of this research is to develop an Android-based learning medium that can help people with intellectual disabilities understand money as a whole. This study uses a mixed method with a sequential exploratory model design. This application test uses the Black Box, and the results show that the JARIMU application can be used operationally properly. Based on the feasibility test, the JARIMU application has a very good acceptance rate with a percentage of 86.029%. The implications of these findings are suggested to be applied by schools or teachers in introducing money for children with intellectual disabilities.]]>
<![CDATA[Literature Study: Visual Support Design as Assistive Technology for Children with Autism Spectrum Disorder ]]>
<![CDATA[Irvan, Muchamad]]>;
<![CDATA[Jauhari, Muhammad Nurrohman]]>;
<![CDATA[Wasesa, Andarmadi Jati Abdhi]]>;
<![CDATA[Rosmi, Yandika Fefrian]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p223
<![CDATA[Providing interventions for children with autism requires various methods and learning media. Visual Support has long been implemented to help train communication skills in children with autism. Recently, many applications have developed as assistive technology to help children with autism in the learning environment. This study aims to elaborate on the visual design integrated into application-based assistive technology for children with autism. The method used in this research is a Systematic Literature Review. Based on the data tracing results, several references have been collected that specifically discuss the design of visual Support. From the data analysis, it can be concluded that visual Support is important to be integrated into digital applications to help children with ASD to carry out daily activities in various environmental settings. The development of visual support design must refer to the prerequisite rules to support the suitability of their characteristics and needs.]]>
<![CDATA[Self-Development Program Wearing Children's Pants with Intellectual Barriers ]]>
<![CDATA[Rozaliana, Dara Ayu]]>;
<![CDATA[Aprilia, Imas Diana]]>;
<![CDATA[Homdijah, Oom Sitti]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p354
<![CDATA[Self-development using early intervention programs with material wearing shorts. The goal is that children are able to wear shorts independently without the help of others. This study used mixed methods by combining quantitative and qualitative to see the ability of children to wear shorts, The sample of this study was children with intellectual barriers at an early age (under 6 years). Data collection techniques use observation, interviews and documentation. The results of the child's research obtained a significant score, where in treatment 1 the score of children wearing pants was 42.3%, in treatment 2 they got a score of 53.8%, treatment 3 with a score of 65.3%, treatment 4 with an 80.7% score and treatment 5 with an 84.6% score. The results of this study showed an increase in the development of self-development wearing children's pants with intellectual barriers.]]>
<![CDATA[Special School vs Mainstream School: Parents’ Perspective on School Choice for Students with Disabilities ]]>
<![CDATA[Sujarwanto, Sujarwanto]]>;
<![CDATA[Ashar, Muhammad Nurul]]>;
<![CDATA[Purwoko, Budi]]>;
<![CDATA[Ardianingsih, Febrita]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p280
<![CDATA[This study aimed to discover the experience of choosing a school among parents of children with disabilities in Indonesia and found out their opinion about the current school placement of their children. This study applied the quantitative -survey study Data were collected using a questionnaire. Parents from one mainstream school and one special school in Indonesia completed the questionnaire. Results from the questionnaire were analyzed manually. This study revealed that parents from the mainstream school were influenced by mixed factors, compared to parents from the special school, which mainly based on the instrumental-academic perspective. Regarding key persons, parents in the mainstream and special school were majorly making their own decision or supported by family. It is also found that parents were satisfied with the current school placement, even though the process of choosing school is not easy. Some suggestions for practice and further study are also discussed.]]>
<![CDATA[Inclusive School Policies: A Literature Study of Implementation Dilemmas ]]>
<![CDATA[Rosyidi, Rizky Amalia]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p205
<![CDATA[This paper aims to examine the dilemma of implementing inclusive school policies. The method used is literature study. The inclusive school policy is a noble vision based on social justice. Even though many obstacles were found in its implementation, it is only fitting that stakeholders, in this case the government, take on a complex role in order to achieve optimal service in policy implementation. The government in this case takes the most important part in increasing the competence of teaching teachers in inclusive schools. Apart from considering competence, it is appropriate to consider support for teachers, both teaching and emotional support in order to optimize the implementation of inclusive education policies in schools, so that teachers can be confident and carry out broader exploration of teaching practices in inclusive classes. In the end, justice in access to education for all Indonesian people can be realized optimally.]]>
<![CDATA[The "MATHEMA" application as a Mathematics Learning Media for Children with Down Syndrome ]]>
<![CDATA[Amatullah, Fadilah Halfa]]>;
<![CDATA[Sunardi, Sunardi]]>;
<![CDATA[Annisi, Mughi Puspa]]>
<![CDATA[ Journal of ICSAR Vol 7, No 2 (2023): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i22023p321
<![CDATA[This research aims to create application-based learning media to help ease children with Down syndrome in learning mathematics. The research method used is a qualitative method, with research subjects of teachers, parents, and children with Down syndrome grade three SDLB. In accordance with the results of the analysis of objective conditions of the ability, inability, and needs of the subject, as well as theoretical analysis of learning mathematics, a 'Mathema' application was developed, namely an interactive learning media in which there are features to learn about the concept of numbers, number sequences, number symbols, and addition and subtraction operations, which based on conceptual validation is feasible to use and based on empirical validation has proven effective for improving the ability to learn mathematics in the subject so that the findings of the 'Mathema' media are expected a solution for teachers in helping ease learning mathematics in children with Down syndrome.]]>
