Journal of ICSAR
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Mobile Application Development for Android: Identification Tool for Children with Special Needs in Inclusive Schools
Get PDFThis research aims to develop an Android-based mobile application that acts as an identification tool for children with special needs. By using mobile technology, this application will facilitate the identification process for teachers and parents and provide clear guidelines for its use. This research method uses the R & D (Research and Development) ADDIE design, which consists of five stages, namely analysis, design, development, implementation and evaluation. Identification is carried out by filling in data on the application, with the dominant characteristics appearing after the data has been filled in. The identification process is based on the results of a Focus Group Discussion (FGD) with special needs teachers. The application also makes it easy to identify barriers that may be experienced by children with special needs by taking into account the scores obtained for certain types of barriers. Expert validation showed that the application falls into the highly valid category, indicating its readiness to be used and implemented by users such as teachers and parents. Thus, the development of this mobile application is expected to have a positive impact in supporting inclusive education and providing better services for children with special needs
Classical Guidance Model with Problem-Based Learning Technique to Improve Students' Empathy in Inclusive State Junior High School in Yogyakarta
Get PDFInclusive 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
Development of 'Me and You' Model for Emotional and Behavioral Disorders in Children: A Joyful Approach
Get PDFThis research focuses on the development of the "Me and You" learning model for children with emotional and behavioral disorders (EBD), especially those from socioeconomically disadvantaged environments, such as the Rusunawa Jatinegara Kaum area in East Jakarta. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study employed a systematic, evidence-based approach to create and refine an effective educational intervention. The model, organized around five core themes addressing self-awareness, emotional regulation, and social interaction, aims to reduce misunderstandings and foster positive peer relationships. The intervention was tested in a community setting, and expert validation was conducted. Findings suggest that the model significantly improved emotional regulation, social interactions, and self-awareness in children. Through engaging, joyful activities, the children were able to express their emotions constructively and engage positively with peers. The integration of the Joyful Learning approach proved essential in enhancing the learning process, making it both enjoyable and accessible. The model also incorporated evidence-based practices such as Problem-Based Learning (PBL) and behavioral reinforcement, which are proven to improve critical thinking, problem-solving, and social skills. Additionally, the use of Information and Communication Technology (ICT) enriched the learning experience, providing tools that catered to the diverse needs of children with EBD. This study concludes that the "Me and You" model is a promising intervention that not only addresses immediate emotional and behavioral challenges but also equips children with tools for long-term emotional resilience and academic success. Continuous evaluation and refinement are essential to ensure the model’s ongoing effectiveness and adaptability
Implementation of Pictorial Test Instruments to Improve Deaf Students' Sexual Behavior Knowledge through Direct Learning
Get PDFAdolescents with disability are vulnerable to sexual violence, due to their limitations. This study aims to improve knowledge and understanding of sexual behavior of deaf students by using test instrument in the form of images in direct learning, so it can overcome deviant sexual behavior. The research method used was an experiment with a one group posttest experimental design, the research sample was 22 deaf students of SMPLB and SMALB in the West Java and Bali. The test instrument in the form of choices was equipped with images consisting of four aspects, namely the anatomy and function of reproductive organs, sexual harassment, violence, and self-protection. The instrument used was picture test equipped with simple sentences on each item. Data were processed using nonparametric statistical sign tests. The results of the study were 4 aspects and a combination of all aspects related to reproductive health and sexuality. The results of the 4 aspects showed that only some deaf students knew the anatomy and function of reproductive organs. They have an understanding of sexual harassment behavior, sexual violence, and self-protection from acts of violence or sexual behavior deviations. Overall, the aspects show that deaf students have understanding of reproductive health and sexuality. The mastery of this material is due to the suitability of the multiple-choice test instrument with pictures with the characteristics of deaf students who are visual. Everything is learned through their vision in direct learning. Picture-based test instruments can be applied to other subjects or learning models in special schools
Challenges and Opportunities in Implementing the Teaching Factory Model in Special Needs Schools: Alternative Work Readiness for Students with Disabilities
Get PDFThe 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
Web Lexiroom as a Media for Teacher Social Competency Training Based on GESI in Indonesia
Get PDFThe purpose of this research is to develop the Lexiroom web as a medium for training the social competence of elementary school teachers based on GESI (Gender Equality and Social Inclusion). The social competence of teachers that will be improved is in the aspects of attitudes towards inclusive education, empathy, and problem solving. The research method used is Research and Development, with the ADDIE model. The research sample is 39 teachers who teach in four locations of public elementary schools in Bandung City, Indonesia. Based on the validation results of three experts in terms of the content of training materials, software aspects and visual communication have very valid criteria, so the Lexiroom web is suitable for use. Social competence instrument after validation there are 36 valid items with sig value. < 0.05. The reliability result is 0.930 and this shows that the instrument is reliable. The results of the pre-test before training obtained that 38 teachers (97.4%) had a teacher social competence score in the low category, and 1 respondent (2.6%) had a teacher social competence score in the high category. Then after they were given training, the data obtained that the post-test results of 39 teachers were in the high score range (N = 39; 100%). Thus, Gender Equality and Social Inclusion-based teacher social competence training with lexiroom web media is effective in improving teacher social competence
Implementation of Pancasila Student Profile in Merdeka Curriculum to Improve Deaf Students' Communication
Get PDFThis study aims to find out how the Independent Curriculum and the Pancasila Student Profile (P5) have changed the communication skills of deaf students at SLBN 9 Jakarta. This study employs a case study methodology with a qualitative approach to examine the implementation of the P5 program and its impact on the communication skills of deaf students. It accomplishes its goal via observation, comprehensive interviews, and document analysis. The findings indicated that experience-based project activities, including vegetable gardening, fruit education, and handicraft creation, facilitated enhancements in both verbal and non-verbal communication abilities among deaf students while also fostering greater self-confidence and independence. The Total Communication strategy, which amalgamates authentic experiences and diverse communication tools such as sign language, lip reading, and written communication, has effectively enhanced students' communication skills. Implementing the P5 curriculum within the Merdeka Curriculum at SLBN 9 Jakarta has substantially enhanced the communication skills of deaf students by focusing on vocabulary and speaking abilities. The efficacy of this program is significantly impacted by the active participation of all stakeholders, including educators, learners, and parents, in fostering an interactive and supportive educational atmosphere. This study indicates a need for a more comprehensive enhancement of overall communication engagement in learning activities to attain optimal outcomes
Sexual Stigma and Self-Actualization of Persons with Disabilities
Get PDFThis 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
A Small-Scale Comparative Study Inclusive Elementary School in Japan and Indonesia
Get PDFThis research examines the implementation of inclusive education services in elementary schools in Japan and Indonesia using an extended case study method. Data were collected through policy analysis, in-depth interviews with school leaders, and classroom observations, then analyzed using thematic analysis to identify key patterns. Results reveals that school leadership and management play a crucial role in sustaining inclusive education implementation. In both coutries school leaders leverage their knowledge of inclusive education policies, special needs education, teacher training support, and school management to ensure effectivity of implementation. This study highlights the importance of leadership-driven policies and professional development in strengthening inclusive education services, offering insights for educators, policymakers, and researchers
Worksheets Development Context-Based Upcycling Waste and Ecoprint to Improve Mental Retardation Student's Mathematical Proficiency Skills
Get PDFThis study aims to develop geometry worksheets with the context of upcycling inorganic waste with ecoprint that meet the criteria of validity, practicality, and effectiveness to improve the mathematical proficiency abilities mathematical proficiency skill of mentally retardation students. This study uses the R&D type with the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. The subjects in this study were mentally retarded students at one of the special education schools in Berbah sub-district, Sleman Regency, Yogyakarta. The instruments used in this study were validation instruments, student responses, mathematical proficiency tests, and observation and interview guidelines. Based on the validity test, the worksheet contained the good category of mathematical material with an average score of 96 and perfect in terms of media with an average score of 55.5. From these results, the worksheet developed can be stated to meet the validity criteria for teaching material. Meanwhile, regarding student responses, the worksheet contained the perfect category with an average score of 97.66 or the mean the worksheet developed can be stated to meet the criteria of practicality for teaching material. In this study, the effectiveness of the worksheet is known by comparing the average results of the pretest and posttest scores. The mean increase from 41 to 78 means that the worksheet is included in the effective category used to improve the mathematical proficiency of mentally retarded students