Articles
<![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[Implementation of Self-Assessment on The Formative Test in Chemistry Using Feedback Clue ]]>
<![CDATA[Wiwi Siswaningsih]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Zakiyah Pujiastuti]]>
<![CDATA[ THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 3, No 2 (2020): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/thabiea.v3i2.8142
<![CDATA[This study aims to describe the compliance every stage of self-assessment implementation of upper secondary school students on the topic of salt hydrolysis formative test by using feedback instructions (clue), the ability of students to conduct self-assessment on the salt hydrolysis formative test by using feedback instructions, as well as the ability of self-assessment on the formative salt hydrolysis test to be used as feedback of upper secondary school students. This research was conducted by using a descriptive method that involved 27 eleventh graders who took the Science program. The research was conducted in six stages with different compliance in every stage. The compliance category of the students’ motivation and self-assessment training stage was good, the implementation stage of a formative test using feedback instructions (clue) was good, the implementation stage of self-assessment was very good, the stage of communicating the results for feedback (ideal criteria implemented) was very good, and the stage of utilizing the results was very good. In the implementation of self-assessment, most students could carry out self-assessment well. Besides, it has also known that students were satisfied with the feedback given by using the self-assessment rubric and they got benefits in the form of feedback clue from the self-assessment rubric. This result showed that self-assessment helped educators in providing feedback to the student.]]>
<![CDATA[Positive youth development through sport: A narrative review ]]>
<![CDATA[Burhan Hambali]]>;
<![CDATA[Amung Ma'mun]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Yusuf Hidayat]]>
<![CDATA[ JURNAL PENDIDIKAN JASMANI DAN OLAHRAGA Vol 7, No 1 (2022): Physical Activity and Exercise for Health and Well-being ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jpjo.v7i1.44299
<![CDATA[Isu global pentingnya pengembangan pemuda yang positif menjadi topik menarik untuk dikaji lebih mendalam. Hal ini dibuktikan dengan hasil penelitian yang mengkaji peran penting olahraga dalam positive youth development (PYD). Penelitian ini bertujuan untuk mengkaji peranan penting olahraga dalam membentuk PYD. Penelitian dilakukan melalui metode literature review dengan jenis narrative review. Pencarian artikel dilakukan untuk mengidentifikasi kajian hasil penelitian PYD melalui olahraga. Periode publikasi artikel yang dikutip mulai tahun 2000 sampai dengan 2019. Database pencaria melalui Google Scholar, Tailor and Francis, Elsevier, Science Direct, dan Sage dengan kata kunci positive youth development dan development trough sport. Hasil analisis dan sintesis menunjukan bahwa pembinaan pemuda positif melalui olahraga merupakan suatu keharusan dalam suatu negara, artinya PYD merupakan kunci utama dalam kemajuan negara dibidang olahraga, hasil penelitian membuktikan bahwa olahraga dapat memberikan kontribusi bagi perkembangan kognitif, afektif, psikomotor dan sosial yang menjadi tolak ukur keberhasilan negara dengan pemuda sebagai agen perubahan di masa depan. Oleh sebab itu, penting bagi suatu negara untuk menjadikan olahraga sebagai wahana dalam mengembangkan pemuda positif melalui aktifitas olahraga.]]>
<![CDATA[Validity and Reliability of Assessment Rubrics of High Service Skill Learning Outcome Test for Elementary School Students ]]>
<![CDATA[Burhan Hambali]]>;
<![CDATA[Amung Ma'mun]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Yusuf Hidayat]]>;
<![CDATA[Agus Gumilar]]>
<![CDATA[ TEGAR: Journal of Teaching Physical Education in Elementary School Vol 5, No 2 (2022): PHYSICAL EDUCATION AND IMPROVING THE LEVEL OF PHYSICAL ACTIVITY ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/tegar.v5i2.46208
<![CDATA[Assessment rubrics of high service skill learning outcome test should have an adequate validity and reliability as a reliable measuring tool. This study aimed to test the validity and reliability level of the assessment rubric of high service skill learning outcome test for elementary school students. The research method used was descriptive quantitative method. The participants of this study were 50 elementary school students aged 11-12 years. The constructed assessment rubric referred to the performance test instrument involving individual performance assessment model. The analysis was administered using the content validity estimation (Lawshe's CVR), test-retest reliability, inter-rater reliability (Interclass Coefficient Correlation), and meta rubric analysis. The results of the analysis showed that the reliability and validity of the assessment instrument had shown a good criteria (p_value 0.05) significantly. Based on the results of reliability and validity tests, it concludes that the compiled assessment rubric can be used to assess the high service skill learning outcomes in badminton learning for elementary school students.]]>
<![CDATA[Analysis of Learning Independence of Children with Special Needs ]]>
<![CDATA[Yusi Adetia Putri]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Iding Tarsidi]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.34066
<![CDATA[Learning independence is an important value that every student must have. Students in SLB B Budi Nurani, Sukabumi City need to be independent in the learning process, because in fact all students are not yet independent, in other words there are still students who need help from others in learning. The purpose of this study was to determine how the independent learning of children with hearing impairment in SMPLB SLB B Budi Nurani, Sukabumi City. The research method used in this research is descriptive quantitative. The independence analysis in this study was conducted on five students. In conducting this study of independent learning, researchers measured learning independence using an instrument in the form of an observation sheet. Data collection is done by means of observation, then the data obtained is then analyzed descriptively quantitatively. The conclusion of this research is that the class VIII hearing impairment child of SMPLB B Budi Nurani Sukabumi City is independent in learning. This is based on the results of research data processing which shows the percentage per indicator achieved by deaf grade VIII children is in the independent and very independent category.]]>
<![CDATA[Application of Scrabble Game in Improving Learning of Simple Sentence Structure on the Student with Hearing Impairment ]]>
<![CDATA[Endang Rusyani]]>;
<![CDATA[Rina Maryanti]]>;
<![CDATA[Sri Rahayu]]>;
<![CDATA[Risti Ragadhita]]>;
<![CDATA[Dwi Fitria Al Husaeni]]>;
<![CDATA[Budi Susetyo]]>
<![CDATA[ ASEAN Journal of Science and Engineering Education Vol 2, No 1 (2022): AJSEE: March 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ajsee.v2i1.37619
<![CDATA[The purpose of this study was to analyze the application of scramble games on the learning ability to compile simple sentence structures in students with hearing impairment. Scramble Game is the learning method that was chosen to convey the material for constructing simple sentences in this study. The research method used in this study was an experimental method with a Single Subject Research (SSR) design which was conducted in three stages, namely: 1) learning in initial condition (before intervention), 2) learning in the intervention condition, and 3) learning after the intervention. The research subject is a second-grade student with hearing impairment at a special junior high school in Cirebon Regency. The Scramble Game method is prepared by making picture cards containing simple words to be arranged into coherent sentences. The results of the study show that after being given learning with the scramble game with picture word cards, the student with hearing impairment experienced increases in their ability to compose simple sentence structures. This study provides alternative learning strategies, especially for teachers who teach the student with hearing impairment.]]>
<![CDATA[The Application of Speaking Development on the Establishment of Object Vocabulary in Student with Hearing Impairment ]]>
<![CDATA[Endang Rusyani]]>;
<![CDATA[Fauzia Nur Awaliah]]>;
<![CDATA[Rina Maryanti]]>;
<![CDATA[Dwi Fitria Al Husaeni]]>;
<![CDATA[Risti Ragadhita]]>;
<![CDATA[Budi Susetyo]]>
<![CDATA[ Indonesian Journal of Educational Research and Technology Vol 2, No 1 (2022): IJERT: March 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijert.v2i1.37618
<![CDATA[This study aims to determine the increase in the results of the application of speech development to the formation of object vocabulary in deaf children. The approach used is a quantitative approach with the Single Subject Research (SSR) experimental method in the A-B-A design. The A-B-A design used has three phases: 1) Before the intervention/treatment is given, 2) when the treatment/intervention is given in the form of speech development (B), 3) after the treatment is given (A2). The results of the study showed the mean level of the baseline-1 phase (A-1) 43.43%, the intervention phase 47.07%, and the baseline-2 phase (A-2) 51.48%. Then, in the intervention phase (B) to baseline-1 (A-1), there was a 50% overlap, while in the intervention (B) to baseline-2 (A-2) there was no 0% overlap. Each session experienced an increase, although not significantly. The influence of the intervention on the formation of the object vocabulary of deaf children can still be said to be quite increasing because it has increased both before being treated and after being given treatment. Thus it can be concluded that the application of speech development is sufficient to increase the formation of object vocabulary in deaf children. The application of speech development is very important for deaf children so that deaf children are able to function their speech organs well and so that deaf children are able to communicate with other people, both the implementation of speech development is carried out in class or providing additional classes outside of class hours.]]>
<![CDATA[Think-Talk-Write Strategy to Improve the Ability to Compose Indonesian Sentence Structure in SLBN Cicendo Bandung, Indonesia ]]>
<![CDATA[Endang Rusyani]]>;
<![CDATA[Shintiya Erni Karyana]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Silmi Ridwan Putri]]>
<![CDATA[ Indonesian Journal of Educational Research and Technology Vol 1, No 3 (2021): IJERT: December 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijert.v1i3.39585
<![CDATA[This study aims to see whether the Think-Talk-Write method improves deaf children's capacity to compose Indonesian language sentence structures. The research method used was an experimental method using the design of one group pretest-posttest. The data collection technique used was a writing test. This study was conducted on seven deaf children in class XI at special needs school in Cicendo, Bandung, Indonesia. The study's findings based on the comparison of pre-test and post-test scores showed an increase in post-test scores was higher in each aspect, namely in the elements of Think, Talk, and Writes. This evidence showed that the seven subjects being able to choose random words and then arrange the words into a sentence structure with the subject-verb-object sentence pattern. This research can be a recommendation for teachers regarding the use of learning strategies, especially the Think-Talk-Write strategy to help improve the ability to compose Indonesian sentence structures or other materials for deaf children.]]>
<![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.]]>
