Articles
<![CDATA[Phonology-based reading instruction to improve dyslexic students’ early reading ability ]]>
<![CDATA[Novianti, Ranti]]>;
<![CDATA[Syihabuddin, S.]]>;
<![CDATA[Rochyadi, Endang]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v9i2.20242
<![CDATA[Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.]]>
<![CDATA[Development of Identification Instruments for Children with Specific Learning Disability in Elementary School ]]>
<![CDATA[Salma Nadiyah]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Iding Tarsidi]]>;
<![CDATA[Ranti Novianti]]>;
<![CDATA[Ediyanto Ediyanto]]>;
<![CDATA[Sinta Yuni Susilawati]]>;
<![CDATA[Yoga Budhi Santoso]]>
<![CDATA[ Journal of ICSAR Vol 6, No 1 (2022): January ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v6i12022p116
<![CDATA[This study aims to facilitate the identification of students in elementary school who have specific learning dissability. This study employs a qualitative approach to the literature review process. The study collected data from books and articles that discuss identifying specific learning dissability. The data collection technique is based on a literature review of scientific books and journals and interviews with professional practitioners and academics, subsequently validated. The findings of this study are presented in the form of a draft identification guide for elementary school-aged children with specific learning dissability. Teachers and parents can easily use the draft guidelines for identifying children with specific learning dissability because they are presented concisely and clearly that refers to the theory and validated by four validators, including psychologists, special education lecturers, and inclusive school and special education teachers. The identification guideline draft for children with specific learning dissability in elementary school-age includes procedures for identifying children with specific learning dissability in general and instruments for identifying children with dyslexia, dyscalculia, and dysgraphia. This procedure was proposed to assist teachers and parents in identifying children with specific learning dissability in elementary school.]]>
<![CDATA[BALABOLKA Software to Improve the Ability to Access Electronic Learning Resources for Visual Impairment Students ]]>
<![CDATA[Dirham Gumawang Andipurnama]]>;
<![CDATA[Dikdik Mantera Wiguna]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Ranti Novianti]]>
<![CDATA[ Journal of ICSAR Vol 6, No 2 (2022): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v6i22022p230
<![CDATA[This research was aimed to discover the use of Balabolka software in improving the ability to access electronic learning resources for visual impairment students who face the difficulties in accessing electronic learningresources. Assistive technology is needed to access these electronic learning resources. The quantitative approach to the Single Subject Research (SSR) method of A-B-A design was conveyed in order to collect the data. Based on the results, the baseline phase level 1 (A1) was obtained in RF subject of 54.60 percent. Mean intervention phase level (B) in RF subject was 75.64 percent. Mean baseline phase level 2 (A2) in RF subject by 81.9 percent. The findings showed that the use of Balabolka software to be helpful in supporting the ability to access electronic learning resources because Balabolka software offered audio functions to get information from computer devices.]]>
<![CDATA[Urgency of Soft-Skill Development in Vocational Education for Children with Special Needs ]]>
<![CDATA[Sylvi Noor Aini]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Ranti Novianti]]>;
<![CDATA[Gena Diniarti]]>;
<![CDATA[Salma Nadiyah]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p23
<![CDATA[This study aims to describe the relationship of striving for superiority as a soft skill to learning motivation. The approach used is a quantitative approach with descriptive methods in deaf students with a sample of Cerebral Palsy students in Bandung Regency. Correlative testing is performed using spearman correlation tests between striving for superiority variables and learning motivation variables. The results showed that striving for superiority has a very strong correlation to learning motivation so that it becomes an aspect that must be developed in vocational education as part of soft skills. Striving for superiority can help learners deal with various circumstances or problems through self-concept and coping strategies that are factors that influence striving for superiority. Self-concept and coping strategy will strengthen interpersonal and intrapersonal learners with special needs in undergoing the vocational development process as a form of post-school career preparation.]]>
<![CDATA[Improving Deaf Children's Writing Skills using Learning Card Series ]]>
<![CDATA[Argiasri Mustika]]>;
<![CDATA[Ranti Novianti]]>;
<![CDATA[Salma Nadiyah]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p167
<![CDATA[A person who experiences hearing loss that hinders the process of language information through hearing, whether wearing a hearing aid or not wearing a hearing aid. Whereas someone who lacks hearing is someone who usually uses a hearing aid, the rest of their hearing is enough to allow for the success of the language process through hearing. Language development is a complex process and is something interesting to study. The same goes for the language development of deaf children. So with the problems that occur in deaf children that will also have an impact on how deaf children learn, there is a need for media that can improve the language skills of deaf children, especially in expressive writing ability, where this expressive writing ability is the highest ability in language acquisition (Tarigan: 1994) Skills raised on This research is how to make a whole sentence, practice in using a word that has a blow, get to know many new objects, and how to use time sentences and place description.]]>
<![CDATA[Storytelling Method using Finger Pool to Improve the Expressive Language Ability of Moderately Independent Students Class II SDN Raharja Tanjungsari ]]>
<![CDATA[Mochamad Farhan]]>;
<![CDATA[Endang Rochyadi]]>;
<![CDATA[Iding Tarsidi]]>;
<![CDATA[Ranti Novianti]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 2 No. 1 (2023): Education for All ]]>
Publisher : <![CDATA[Angstrom Centre Of Education Journal Management ]]>
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DOI: 10.57142/jesd.v2i1.60
<![CDATA[The purpose of this research is to improve the expressive language skills of mentally retarded students in class II SLB Raharja Mandiri using the storytelling method through finger puppet media. This study uses the Mix Methods Research method, which is a combination of qualitative and quantitative methods. The research design carried out in this study was the Exploratory Mixed Methods Research Design, which is a combination research method that combines qualitative and quantitative methods. The experimental method used in this research is Single Subject Research (SSR). Meanwhile, the type of experimental design that will be used in this second stage is the multiple baseline cross-subject type. The use of telling stories using finger puppets is believed to be able to improve expressive language skills with moderate mental retardation.]]>
<![CDATA[Development of Guidelines for Beginning Counting Assessment Learning Problems of Elementary School Age ]]>
<![CDATA[Atma Widia]]>;
<![CDATA[Ranti Novianti]]>;
<![CDATA[Salma Nadiyah]]>;
<![CDATA[Fadly Halim Hutasuhut]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.7
<![CDATA[Based on the results of the literature study, it was found that there were not a few children who had problems in calculating the beginning or often referred to as learning problems. This study uses a qualitative approach, and uses the library research method by looking at data based on article sources, handbook journals and research that has been carried out by previous research. The data collection technique used is literature study. The research was conducted with the aim of compiling guidelines for initial numeracy assessment for children with learning problems of elementary school age. This study produces a product in the form of a preliminary numeracy assessment guide for children with learning problems of elementary school age who have gone through the validation or expert judgment stage with the conclusion that the initial numeracy assessment guideline for children with learning problems of primary school age is appropriate to use. Assessment activities are activities to determine the abilities, barriers and needs of children so that it can be seen which learning programs are deemed appropriate to be given to children. The initial numeracy assessment guideline is appropriate for parents or teachers to use at school to determine the ability of the child's early numeracy barriers and needs.]]>
<![CDATA[Perceptions and Attitudes of Elementary School Class Teachers as Facilitators of Inclusive Education for Children with Special Needs ]]>
<![CDATA[Ranti Novianti]]>;
<![CDATA[Asep Fatoni Rizal]]>;
<![CDATA[Fadly Halim Hutasuhut]]>;
<![CDATA[Salma Nadiyah]]>;
<![CDATA[Yoga Budhi Santoso]]>;
<![CDATA[Atma Widia]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.10
<![CDATA[The problem that is currently happening at SD Negeri Babakan 01 in South Tangerang City is that regular teachers at the school in educational services do not involve children with special needs directly so children with special needs who are in the class are not paid attention, coordination with special assistants for children with special needs also not well established, so it is difficult to exchange information about the condition of children with special needs specifically. The purpose of this study was to determine the perceptions and attitudes of elementary school class teachers as facilitators of inclusive education for children with special needs at SDN Babakan 01 in the city of South Tangerang. The method used in this research qualitative research with a descriptive method aimed at understanding social phenomena from the perspective of the participants (people from whom the data is taken). Based on the results of the study, it can be concluded that the perceptions and attitudes of elementary school classroom teachers as facilitators of inclusive education for children with special needs at SD Negeri Babakan 01, South Tangerang city are still not by the system or regulations in carrying out inclusive programs, because there is still a lack of knowledge of classroom teachers about the characteristics of children with special needs can make it difficult for classroom teachers to deliver teaching materials, hinder the learning process in the classroom, and hinder the acceptance of teaching materials delivered by classroom teachers to children with special needs, making it difficult to optimize the potential that exists in children with special needs.]]>
