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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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The Use of Image Rotation Media in Improving Oral Expressive Communication of Autistic Children in Special Schools Utami, Yuni Tanjung; Rahmawati, Euis; Pratama, Toni Yudha; Aprilia, Imas Diana
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/um005v8i1p191

Abstract

This study aims to improve the ability of oral language expressive communication in children with autism by using image rotation media in special schools precisely at Special School 01 Serang elementary school level grade 1 totaling one person. This research uses the experimental method with a Single-Subject Research (SSR) Experimental Study approach. Based on the results of the study showed an increase in oral language expressive communication skills. The baseline phase 1 (A1) which was conducted in 4 sessions showed a similar percentage value of 33%. The intervention phase (B) which was carried out in 8 sessions resulted in a percentage value of 79%, 79%, 79%, 85%, 85%, 85%, and 85%. The baseline 2 phase (A2) which was carried out 4 sessions showed a percentage value of 69%, 82%, 82%, and 82%. Effectiveness seen from the overlap percentage, from intervention (B) to baseline 1 (A1) and baseline 2 (A2) to intervention (B) does not show overlapping data. Overall, the use of image rotation media in improving oral language expressive communication skills in autistic children at Special School 01 Serang is effective.
The Voice: A Case Study on Parental Perspectives in Empowering Learners with Special Educational Needs Through Performing Arts Education Mohamad, Suhaila
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/um005v8i2p356

Abstract

This case study explores parental perspectives on empowering learners with Special Educational Needs (SEN) through performing arts education. It investigates the advantages of performing arts education for learners with SEN and offers recommendations for improvement. It also focuses on understanding parental views on the role of performing arts education in empowering learners with SEN and the benefits derived from such programs. This case study employs a mixed-methods research design, combining quantitative and qualitative approaches through surveys and interviews. The survey method involves administering structured questionnaires to gather numerical data, while interviews provide in-depth insights into parents' perspectives. Triangulation is employed to cross-reference and validate findings using existing literature and theoretical frameworks. The findings highlight parents' perspectives on the importance of performing arts education, including its impact on the personal development, self-expression, and overall well-being of learners with SEN. Recommendations are made to enhance the effectiveness and inclusivity of performing arts education programs based on parental input. This case study contributes valuable insights into performing arts education for learners with SEN from the parents' standpoint, informing future research and practice in this area.
The Effect of Aided Language Stimulation (ALS) Strategy in Improving Expressive Language of Children with Cerebral Palsy Warahmah, Mega Sri; 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/um005v8i2p258

Abstract

Cerebral Palsy children have difficulty in terms of language skills and expressing their desires. The barrier is called the expressive language barrier. Expressive language barriers are characterized by speech delays that do not even develop, so they have difficulty interacting and communicating with their environment. Based on the explanation, it is important to research the use of an aided language stimulation strategy. The purpose of this study was to see the effect of the aided language stimulation strategy on increasing the expressive language of children with cerebral palsy. This study uses a quantitative approach with a single-subject research type with an A-B-A research design. The research subjects in this study were a boy and a girl in second grade with cerebral palsy. The information collection techniques use action tests. The information is processed and analyzed using descriptive statistical analysis of conditions and between conditions, then presented in the form of a table and graph. Based on the research result, showed that there was an effect of aided language stimulation strategy on the subject's expressive language development.  This can be seen from the baseline results of the two subjects, namely subject R at baseline-1 was 30%, in the intervention phase (B) was 48.75%, and at baseline-2 was 58.75%. The results for subject N at baseline-1 was 20%, intervention phase (B) was 40.62%, and at baseline-2 phase was 52.5%.
Technology Support for the Inclusion of Deaf Students in Special School Sukabumi City Nugraha, Deden Novan Setiawan; Hermina, Nurul
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/um005v8i1p165

Abstract

The COVID-19 pandemic brought rapid changes in various areas of life, including education and technology. One of the learning media that the deaf can use to improve their ability to compose sentence structures is I-CHAT (I Can Hear and Talk). I-CHAT is a portal that contains applications that function as tools for the deaf in language acquisition. In communicating, mastery of sentence structure is crucial. It is because with the correct sentence structure, other people will better understand what we are talking about, and besides that, communication becomes more effective and efficient. Communication barriers that occur in deaf children are caused by hearing impairment, which ultimately requires deaf children only to use sight to acquire their receptive language. This has an impact on the acquisition of imperfect or partial deaf children's receptive language because not everything they see can be understood. Therefore, if a deaf child makes a sentence, the sentence structure is sometimes wrong. This research aims to determine the use of I-CHAT in the preparation of sentence structures for deaf students at Inclusive School Sukabumi City. This research is experimental with a quantitative approach. The results of the research show that the use of I-CHAT can improve the ability to compose sentence structures for deaf children in Special School Sukabumi City.
“Parenting” as the Enhancer of Subjective-Educative Experiences: Case Study on Parental Process of Children with Intellectual Disability Sopingi, Sopingi
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/um005v8i2p306

Abstract

From adults’ learning perspectives, parenting children with intellectual disabilities is considered a social reality interestingly researched, particularly related to the challenges and experiences during the parenting process encountered by parents who lack knowledge and understanding of intellectual disabilities. This research aims to (1) describe the configuration of parenting challenges in-depth and (2) explore the subjective-educative experiences derived from the challenges. This research was conducted using a qualitative approach with a phenomenological method. The data was derived from in-depth interviews with parents of children with moderate intellectual disability. The data were analyzed following the stages of the phenomenological method consisting of (1) description, (2) reduction, and (3) discovery of the main structure of meaning. The results show that (1) The challenges of the parenting process of children with intellectual disability require a high level of competence, encompassing both knowledge and technical parenting and psychological aspects, and (2) Various challenges in parenting children with disability lead to diverse subjective and educative experiences for parents. Based on the findings, this research recommends that parents continually improve parenting practices for children with intellectual disability by adhering to educational principles.
Students with Intensive Needs in an Inclusive Education System: A Literature Review Naeemy, Mohammad Idrees; 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/um005v8i2p204

Abstract

Educating students with various types and degrees of disabilities in regular classrooms remains challenging. Despite the global agenda and push for inclusive education, students with disabilities, particularly those with multiple and severe disabilities, are still being educated in segregated environments. In this qualitative study of peer-reviewed research literature, we aim to understand students with intensive needs (SINs), their current situation in inclusive education systems in developed and developing countries, and the best approaches to how they are being or should be educated in inclusive education systems. The results indicate that students who experience severe challenges in their physical, intellectual, developmental, mental, or emotional capabilities, or a combination of these factors, could be called SINs, as they have a set of significant academic, communication, or behavioral challenges across various domains. Currently, most SINs worldwide spend 20% or more of their educational time outside of the regular school day class. We suggest that utilizing Universal Design for Learning (UDL) principles as part of the opportunities to learn (OTL) framework and the concept of Communities of Practice (CoP) would be useful in designing an inclusive education model in which SINs will not only be included but also benefit from the curriculum in a regular classroom. Future research should focus on the implementation of suggested inclusive education models for SINs. 
Coping Strategies in Mothers of Children with Autism: Insight from F-COPES Musayaroh, Siti; Abadi, Reza Febri; Muslihah, Muslihah; Jannah, Anna Miftahul; Karina, Rr Farhana Rizqi; Maslahah, Sayidatul
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/um005v8i2p370

Abstract

Parenting children with autism triggers stress for parents, especially mothers. Every mother needs to have coping strategies to overcome the stress experienced during parenting. This study aims to examine coping strategies in mothers of children with autism. A total of 50 mothers of children with autism participated in this research by filling out the F-COPES scale questionnaire, which consists of 5 subscales: acquiring social support, reframing, seeking spiritual support, mobilizing family support, and passive appraisal. Data was analyzed using Pearson Correlation analysis and Multiple Regression Analysis. The results show that the F-COPES scores of mothers of children with autism are in the moderate category. Reframing, seeking spiritual support, and mobilizing family support are three coping strategies that are most commonly used. Age and number of autistic symptoms in children influence the level of coping strategies of mothers of autistic children. The older the autistic child, the better the mother's coping strategies. Conversely, the more autistic symptoms a child has, the lower the coping strategies the mother has.
AR Improves Understanding of Germination Materials for Intellectual Disability Students in Special School 5th Grade Meggy, Hendriano; 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/um005v8i2p266

Abstract

This study aims to explore the use of AR technology to enhance the understanding of students with mild intellectual disabilities in the topic of germination processes in 5th Grade Special School Nusak Jagoi Babang. The research adopts an experimental method with a One Group Pretest-Posttest Design model. The research sample consists of 7 students from 5th Grade Special School. The study begins by conducting a pretest on the subjects before implementing the treatment, which involves the use of AR technology. After the subjects receive the treatment, a posttest is conducted to measure their learning improvement. The results of the study indicate that the use of AR technology can enhance the understanding of students with mild intellectual disabilities in the topic of germination processes. This summary concludes by emphasizing the importance of utilizing AR technology to improve the understanding of students with mild intellectual disabilities in the topic of germination processes, which can serve as a reference for developing technology-based learning programs in the future.
Effects of Self-Protective Techniques on Independent Travel for Blind Students Qurrotu'aini, Nabilah; Meiyani, Neni
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/um005v8i1p174

Abstract

The problem in this research is the low skills of a blind student in traveling independently around the school environment. Researchers use self-protective techniques to improve blind student independent travel skills in grade 5th. The purpose of this research is to get data about the effects of self-protective techniques on the skills of independent travel for blind students. This research uses the experiment method with Single Subject Research (SSR) design, with A-B-A research design. Based on the research result, there is a positive effect on the use of self-protective techniques towards increasing the skills of independent travel of 5th-grade blind students. Therefore, it is recommended that orientation and mobility teachers use self-protective techniques as one of the orientation and mobility learning techniques that can improve independent travel skills among blind students.
Effect of Audio Tactile Vocabulary (ATV) Media on Reading Difficulties of Children with Specific Learning Disorder in Inclusive Elementary School Minarsih, Ni Made Marlin; Mahendra, I Ketut
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/um005v8i2p317

Abstract

This research aims to know the effect of Audio Tactile Vocabulary (ATV) media on vocabulary reading ability in children with reading difficulties and with specific learning disorders in inclusive elementary schools—research using a quasi-experimental with quantitative approach. The design is One Group Pretest-Posttest Design—data collection techniques based on interviews, observation, and performance assessment. Data analysis used descriptive statistics. The test results show that the scope of substitution has decreased from 21 wrong vocabulary words to 8 vocabulary words in the scope of omission, and there has been a decrease from 47 wrong vocabulary words to 15 vocabulary words. In the scope of addition, there is also a decrease from 6 to 3 words, and the scope of the perfect shows an increase in vocabulary from 36 to 84.

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