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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 259 Documents
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Methods of Islamic Religious Education for Children with Special Needs in Muslim Families in Banjarmasin, Indonesia Hasanah, Mila; Afifah, Neela; Kuliyatun, Kuliyatun; Norliana, Norliana; Arba’iyah, Arba’iyah
Journal of ICSAR Vol 8, No 1 (2024): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i1p115

Abstract

Children with Special Needs have different problems from children in general. They need special attention because of their limitations. Parents should pay attention to methods of Islamic Religious Education for Children with Special Needs to support children's development. The research method used is field research with a multi-site-based qualitative approach. The subjects in this study were 5 Muslim families from 5 sub-districts in the city of Banjarmasin, who had children with special needs in the mild category and had applied various methods of Islamic religious education and were accepted at the Inclusion State Elementary School in the city of Banjarmasin. The results of this study indicate that the Islamic religious education methods applied to children with special needs in Muslim families in Banjarmasin City are exemplary methods, advice, habituation, motivation and attention, punishment, communication-oriented, task analysis, direct instruction methods, and Method Prompts
Validity of Dyscalculia Module for Pupils with Dyscalculia Soo May, Yoong
Journal of ICSAR Vol 8, No 1 (2024): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

There are three types of specific learning disorders, namely dyscalculia, dyslexia, and dysgraphia. Pupils with dyscalculia facing difficulties in acquiring basic arithmetic skills. Dyscalculia Module has been designed and developed for pupils with dyscalculia to learn basic arithmetic skills. The purpose of this study is to measure the validity of Dyscalculia Module among pupils with dyscalculia in basic arithmetic skills. Expert validation was carried out to measure the face validity, content validity, and activities suitability of Dyscalculia Module. Three experts in language were invited to evaluate the face validity, whereas nine experts in the field of special education, learning difficulties, Mathematics education, and module development were invited to evaluate the content validity and activities suitability.  Percentages of validity achievement was used to measure the face validity, content validity, and activities suitability. The result shows that the language and terminology used in Dyscalculia Module achieved a good face validity measurement, with a face validity percentage of 86.66%. Dyscalculia Module has also achieved a good content validity measurement, with a content validity percentage of 87.50%. Other than that, the activities in Dyscalculia Module achieved a good suitability measurement, with activities suitability percentage of 85.44%. In conclusion, Dyscalculia Module achieved acceptable face validity, content validity, and suitability of activities. This study implicated that Dyscalculia Module is valid and the activities designed are suitable to improve the basic arithmetic skills among pupils with dyscalculia in primary schools. Future studies are recommended to implement Dyscalculia Module to pupils with dyscalculia in Malaysia and other countries.
Family-based Early Intervention for Expressive Language Skills of Children with Hearing Impairments Azzahra, Qori A’ina; Rochyadi, Endang; Sunardi, Sunardi
Journal of ICSAR Vol 8, No 1 (2024): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i1p140

Abstract

The purpose of this study is early to formulate a hypothetical program of family-based early intervention that’s considered feasible and expected to be effective improving expressive language skills in children with hearing impairments. The study used a qualitative approach with family research subjects of deaf children aged 6 years who still have residual hearing and domiciled in Bandung. Data collection techniques are carried out through observation, interviews, and documentation studies. Based on the results of empirical analysis of abilities, obstacles, needs of children, and efforts that have been made by the family and its results, and based on the results of theoretical analysis based on ecological theory of family roles and responsibilities, the program focuses on the application of intensive verbal communication in daily pragmatic life by all family members. In order for the program to be implemented properly by families, the principles of consistency, imitation, and attachment, as well as the application of transfer of knowledge and transfer of skills procedures are an important part of the implementation of this program.
Competencies Elements for Vocational Teachers of Learners with Special Educational Needs: A Systematic Literature Review Analysis Mohd Saad @ Zakaria, Mohd Farizan bin; Huey, Chia Jong; Suhairom, Nornazira binti; Saud, Muhammad Sukri bin; Salleh, Salmalina binti
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p327

Abstract

A nationally aligned education is expected to help impaired pupils attain their full potential. In recent years, there has been an increase in global awareness and recognition of vocational education and training for disabled learners. This includes regulatory changes in special needs education, creating specific curriculum curricula for fast-paced businesses, incorporating technology into lessons, constructing new vocational special needs education facilities, and reorganizing existing facilities to match current demands. These vocational education programs necessitate the creation of new vocational special needs education teaching positions. Teachers contribute to the Malaysian Education Blueprint 2012-2025 goal and vision by developing talent in special needs education. The competencies of this new educational function and other quality indicators in Malaysia have yet to be identified. This study looks at special education and vocational teacher competencies. A systematic literature evaluation revealed competencies for special education vocational teachers. Professional competency conceptions encompass technical, non-technical, personal, mental, and physical traits, motivations, and self-concept. These findings could be utilized to prepare special education vocational teachers. The findings will influence vocational special needs secondary school vocational teachers' professional growth. Identifying crucial competency features will give baseline data for enhancing our understanding of critical components for quality vocational teachers, critical to effective teaching and learning for learners with special educational needs.
The Effect of "KIS" (Social Interaction Communication) Application on the Augmentative Alternative Communication to Improve Communication for Down Syndrome Students Sundari, Tita; Aprilia, Imas Diana
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p237

Abstract

This research develops AAC for students with Down syndrome using the "KIS" application media. The purpose of making this media is to help students with Down syndrome who have difficulty communicating. The application is designed using symbols to learn to understand and express themselves using predetermined symbols. This study used an experimental, single-subject research (SSR) approach with an A-B-A design. the subject in this study was one of the Down syndrome students with communication barriers. The target behavior of the research is communication skills. Data collection techniques are obtained by observation, and action tests. The data analysis used is a descriptive system with a graphical presentation. The results showed that the "KIS" application can help improve the subject's communication skills. Based on the increase in target behavior, namely the increase in the subject's communication skills in the initial condition, the results obtained were 44.4% increased to 72.2%.
Development of Decodable Books to Improve the Beginning Reading Skills of Reading Disabilities Students at Primary Schools in Malang Sushanty, Resty; Valentina, Triya; Putri, Karinda Devinta; Billy, Bill; Arsanti, Syalia Nazhiyan; Novianti, Ranti; Pradipta, Rizqi Fajar
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p286

Abstract

Reading disabilities are someone who experience obstacles in their phonological processes such as identifying letters, distinguishing letter sounds, and their pronunciation, thereby affecting academic development factors, especially aspects of reading. Decodable books can be deciphered and contain code-based phonics learning. This research aims to develop and validate the Decodable book according to the characteristics and needs of students with reading disabilities. This research uses the ADDIE RnD model (Analysis: analysis of needs and characteristics of the subject, Design: design according to initial analysis, Development: design development, Implementation: media application, and Evaluation: evaluation of the entire process). The subjects of this research were 4 students with reading disabilities criteria at elementary schools in Malang City. Data analysis of needs and subject characteristics was obtained through interviews with teachers and carrying out identification tests and assessments. The results of this research produced Decodable book (Decobo) which media experts and material experts have validated with an average score of 78.6% in the valid category with minor revisions. Decodable book (Decobo) was developed into an e-book packaged as an application with three levels of word pattern books (VC-V, CV-CV, CV-C). Decodable book (Decobo) has been applied to subjects with an overall score of 72.60%. The category is quite effective in improving the initial reading abilities of students with reading disabilities. This research still needs further development and testing on a wider scale.
The Effectiveness of Learning Videos to Improve Elementary School Teachers' Understanding of the Learning Characteristics of Students with Special Needs Kartini, Ade; Aprilia, Imas Diana; Rochyadi, Endang
Journal of ICSAR Vol 8, No 1 (2024): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i1p198

Abstract

The lack of understanding of elementary school teachers about the learning characteristics of students with special needs and the lack of adaptive learning media is allegedly factors that do not optimize learning. This study aims to measure the effectiveness of learning videos in improving elementary school teachers' understanding of the learning characteristics of students with special needs. The research method used is descriptive quantitative with One Group Pre-test and Post-test design. Data collection was carried out through tests with research subjects, namely six teachers from two elementary schools in Sumedang Regency. The results of this study indicate an increase in teachers' understanding of the learning characteristics of students with special needs with a percentage of 59.61%. So it can be concluded that learning videos are effective in increasing teachers' understanding of students with special needs. The recommendation is that teachers can use interactive learning videos to help fulfill the learning needs of students with special needs in elementary schools.
Training System for SNE Teachers at Elementary, Middle, and High Schools: A Qualitative Analysis of the Case Studies Content Ou, Jieping; Tsuge, Masayoshi; Kumagai, Keiko; Sambai, Ami; Miyamoto, Shoko; Okazaki, Shinji; Noro, Fumiyuki; Kojima, Michio; Yoneda, Hiroki
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p339

Abstract

Conventional lecture-style training ends up being biased toward teaching basic theoretical knowledge, and some issues have been identified. Therefore, it is necessary to construct an effective training system that could be used by in-service teachers in actual teaching practice. This case study relates to the issues encountered in creating individualized teaching plans (ITP) and teaching practices for students with special education needs enrolled in regular schools. This study analyzed 10 cases by using the qualitative data analysis software MAXQDA. Consequently, a more positive and accurate study of the students’ conditions was conducted, and diverse opinions were elicited, including exchanges of relevant information and teaching materials and tools, which enabled the trainees to feel the training effects. In this study, practical and ongoing training was conducted mainly in coordination with university teaching staff specializing in special needs education (SNE). This enabled the trainees and participants to deepen their understanding of students with special education needs and formed the basis of the case studies. The importance of practical learning should be stressed in in-service teacher training and in the pre-service education of teachers in Japan, and school-based experiences should be considered as an addition to the theoretical base of the university training stage.
Universal Design Learning: Rehabilitation and Inclusive Education in Multidisciplinary Perspective for Inclusive Development Anggraini, Dewi; Subasno, Yohanes
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p245

Abstract

Every person has the right to access educational services, considering that education is one of the most important elements of life in society. More specifically, education can be understood as one of the capitals used by individuals to change the order of their lives in the arena of life in various aspects. The paper aims to show the relevance of rehabilitation for persons with disabilities and inclusive education as a way to achieve inclusive development in the future through Universal Design Learning (UDL). UDL ensures the system of education should focus on the right to quality education for every child, especially those with disabilities. The exploration of the benefits of UDL is discussed through the perspectives of psychology and anthropology, sociology, and disability criticism to raise good practices and minimize the challenges that arise regarding UDL implementation. Using a systematic review in analyzing the implementation of UDL for inclusive education through grouping related articles in some countries. The results of the study concluded that UDL is an ideal concept whose implementation needs to be considered and strengthened over time to achieve inclusive development using local context.
Designing Assessment Instruments for Mild Intellectual Disability Students on Gardening Product Marketing Ratnawulan, Teti; Septiana, Fajar Indra; Qohar, Hendri Abdul; Novianti, Ranti; Nurdiani, Ani
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p296

Abstract

The study focuses on understanding the challenges, capabilities, and requirements of students with mild intellectual disabilities in marketing skills related to vegetable gardening. It aims to create a suitable learning assessment tool for these students. The researcher observed that teachers lacked a specific assessment instrument for evaluating the marketing of garden products. Consequently, a teacher improvised a self-made assessment. The research methodology employed a descriptive approach within a qualitative framework. Data collection methods included observation, interviews, documentation analysis, Focus Group Discussions (FGDs), and validation. Validation involved multiple stakeholders: a class teacher, a vice head of curriculum, a vocational teacher, and two students with mild intellectual disabilities. The assessment instrument, tailored for mild intellectual disability students, focused on three main aspects: self-development, language and mathematics abilities, and marketing theories. Two validators validated this instrument. The study anticipates several implications: students may enhance their skills and insights, teachers can improve teaching quality, school principals can better address learning needs, and parents gain insights into their children's interests and talents. The research addresses the dearth of appropriate assessment tools for marketing gardening products to students with mild intellectual disability. Its findings are poised to benefit various stakeholders, including students, teachers, school administrators, and parents, by fostering skill development, enhancing teaching quality, and facilitating a better understanding of students' needs and abilities.

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