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INDONESIA
Journal of ICSAR
Published by Universitas Negeri Malang
ISSN : 25488600     EISSN : 25488619     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 3 Documents
 1 
Search results for , issue "Vol 9, No 1 (2025): January" : 3 Documents clear
Challenges and Opportunities in Implementing the Teaching Factory Model in Special Needs Schools: Alternative Work Readiness for Students with Disabilities Aprilia, Imas Diana; Tarsidi, Iding; Rahmat, Cece; Hernawati, Tati
Journal of ICSAR Vol 9, No 1 (2025): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v9i1p1

Abstract

The intense job competition and the low absorption rate of special needs school graduates in the business and industrial sectors are allegedly due to the ineffective implementation of the link-and-match concept. This study aims to analyze the challenges and opportunities faced by special needs schools in preparing students for the workforce through the Teaching Factory (TEFA) model. Using a descriptive qualitative method, data were collected from two principals and six vocational skills teachers through interviews, observations, and document analysis. The results indicate that teacher competence in mastering vocational skills remains low, the curriculum oriented toward Competency-Based Training (CBT) and Production-Based Training (PBT) has not been properly accommodated, and infrastructure and financial resources are limited. However, several opportunities were identified, including principals’ good understanding of the TEFA concept, extensive partnerships with related institutions (Vocational High Schools and industries), vocational skills programs developed based on needs assessments, and vocational skills roadmaps aligned with school visions and missions. The study concludes that the main challenges faced by special needs schools revolve around human resources, financial resources, service programs, and infrastructure, while opportunities exist in human resources and service programs. These findings highlight that special needs schools continue to face significant obstacles in effectively implementing the TEFA model to prepare students for employment. Therefore, a proper and comprehensive analysis is necessary to identify operational strategies that can minimize challenges and maximize opportunities for special needs education in implementing an adaptive and accommodating TEFA model.
Sexual Stigma and Self-Actualization of Persons with Disabilities Santoso, Yoga Budhi; Tukimin, Sunardi; Rochyadi, Endang; Aprilia, Imas Diana; Juhanaini, Juhanaini; Wibowo, Setyo Wahyu; Fatimatuzzahra, Ana; Ridwan, Prinanda Gustarina; Rahma, Zulfa; Novianti, Ranti
Journal of ICSAR Vol 9, No 1 (2025): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v9i1p9

Abstract

This study aims to examine the stigma experienced by persons with disabilities, focusing on physical and sexual stigma and its relationship with self-actualization. Using a qualitative approach, the study involved 11 individuals with disabilities aged 20–31 years from various regions in Indonesia. Data were collected through questionnaires addressing sources and forms of stigma, as well as participants’ perceptions of their ability to achieve self-actualization, particularly in romantic and sexual relationships. Findings indicate that more than half of the respondents experienced stigma related to their physical condition, especially from family and neighborhood environments. Sexual stigma was less prevalent, with only a quarter of participants reporting such experiences, likely due to the cultural taboo surrounding sexuality in Indonesia. Notably, male participants were more likely to face stigma from family members, while females encountered it more in social settings. Despite facing stigma, the majority of respondents maintained a positive belief in their ability to form fulfilling relationships and achieve self-actualization. Only one respondent expressed doubt about finding a suitable partner. These findings suggest that while stigma remains a persistent issue, it does not uniformly hinder self-actualization, as individual resilience, religious beliefs, and social support play moderating roles. Further research with a larger and more diverse population is needed to better understand how stigma impacts individuals with disabilities across different cultural and social contexts.
Classical Guidance Model with Problem-Based Learning Technique to Improve Students' Empathy in Inclusive State Junior High School in Yogyakarta Sabila, Novira Silmi; Astuti, Budi; Arifudin, Moch
Journal of ICSAR Vol 9, No 1 (2025): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v9i1p17

Abstract

Inclusive schools have an important role in creating a friendly educational environment for all students, including those with special needs. One important aspect in creating an inclusive school is increasing empathy of regular students towards their friends with special needs. This study aims to develop and test the feasibility and practicality of the classical guidance model with problem-based learning techniques to increase regular students' empathy towards children with special needs in guidance and counseling services at 10 Inclusive State Junior High Schools in Yogyakarta. This research is research and development with the Borg & Gall model with 7 stages: (1) initial research and information gathering; (2) planning and design; (3) initial product development; (4) initial field testing; (5) initial product revision; (6) main field testing; (7) operational product revision. The research subjects involved one material expert, one model expert, one instrument expert, 10 Guidance and Counseling teachers, and 100 students. Data collection techniques included interviews, observations, questionnaires, and empathy scales. The results of this study indicate that: (1) the classical guidance model produces very feasible products by model experts with a score of 92% and material experts with a score of 93%; (2) the classical guidance model produces practical products by Guidance and Counseling teachers with a score of 88%. The product scores that have been given by experts can be applied in schools and influence regular students to increase empathy. This research still needs further development by developing science, can be applied in various other schools and further strengthen the implementation of inclusive education in Indonesia.

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