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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 5 Documents
 1 
Search results for , issue "Vol 4, No 2 (2020): July" : 5 Documents clear
Therapeutic Impact of Fun Learning on Depression Level Among Students at Selected School in Hospital Premma Kandasamy; Mohd Mokhtar Tahar
Journal of ICSAR Vol 4, No 2 (2020): July
Publisher : Department of Special Education

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Abstract

This study aims to look at the effectiveness of therapeutic use of amusement on Depression In School In The Hospital. This study aimed to identify levels of depression among SDH students through behavioral observation using the DSM-5 scale and to explain the therapeutic impact of the amusement-based approach on the depression of SDH students using the Child Depression Inventory. This study used a qualitative approach to collect data. Therefore, this study uses approaches such as observations and interviews. The study population was SDH students/patients at the University of Malaya Medical Centre. The sample consisted of 24 SDH students selected for purposive sampling. Two research instruments used in this study were DSM -5 and Child Depression Inventory. This study shows that the therapeutic effect of education has been successful in reducing the depression of School In hospital students. Overall, this study shows that the effect of therapeutic use on entertainment is an appropriate and effective form of intervention.
Use the Phonetic Methods towards on the Speech Ability Vowel and Consonant (H, K, M, R) for the First Grade of Mentally Disabled Student Sayyidatul Luthfiyah Fadhil Ramadhani; Mohammad Efendi; Sulthoni Sulthoni
Journal of ICSAR Vol 4, No 2 (2020): July
Publisher : Department of Special Education

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Abstract

Use the Phonetic Methods Towards on the Speech Ability Vowel and Consonant (H, K, M, R) for the First Grade of Mentally Disabled Student. This study aims to describe the effect of using the phonetic method on the first grade mentally disabled students' speech ability, especially in the pronunciation of vowel and consonant (h, k, m, r). The method used is Single Subject Research (SSR) with the design of A-B-A. The study results showed that in the baseline-1 phase, the subjects' scores were still low then increased in the intervention phase. The trend increased in the baseline-2 phase and showed stable values in each condition, as well as the results of hypothesis testing with overlapping percentages, which showed results that small, which is 0%. That trend shows that the phonetic method can increase and influence the first-grade mentally disabled student's speech ability.
Parental Support in the Learning of Students with Deaf and Hard of Hearing at Home Thilakavathy Paskaran; Mohd Hanafi Mohd Yasin
Journal of ICSAR Vol 4, No 2 (2020): July
Publisher : Department of Special Education

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Abstract

Education policy encourages parental support as a mechanism for improving learning outcomes. This survey was conducted to determine how well parents can contribute to academic achievement in the special education needs (SEN) among deaf and hard of hearing students. This study uses the Epstein Parent involvement Model and Bronfenbrenner Ecological Theory.  A set of 20 questionnaire items with a five-point Likert scale adapted from this study by the Ministry of Education Malaysia was used. A total of 22 students from a secondary school in Seremban were selected for the purpose of this study. The data were analyzed descriptively and in inference using Statistical Package for the Social Sciences (SPSS) version 25 to obtain scores. The Pearson correlation test shows that the relationship between deaf and hard of hearing students' academic achievement and parental support is a strong and significant positive relationship (p <0.05). The findings show low parental support with deaf and hard of hearing students' academic achievement, which is also a low level. Overall, the study found that parents need to pay close attention to providing a home-based learning environment, social interaction, communication, and academic support to help children develop their potential self and achieve better student academic achievement.
Mathematical Learning Approach for Special Education Pupils: The Effectiveness of Mauselis Board in Improving Adding Skills Ali Imran Mad Amin; Mohd Mokhtar Tahar; Aina Hafizah Zakaria
Journal of ICSAR Vol 4, No 2 (2020): July
Publisher : Department of Special Education

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Abstract

Mathematic learning difficulties are common, significant, and worthy of serious attention. Many issues that have had an impact on bilingual education have also had an impact on Special Education.  One of the issues is, adding skill. Adding skill is one of the most crucial skills that every pupil needs to acquire with learning disabilities. The use of ‘MauSeLis Board’ (Maujud-Sebut-Tulis) which means ‘Concrete-Pronounce-Write’ in the classroom has been an effective tool for helping Special Education pupils in building up their skills in adding and reading the numbers aloud. This study investigates the improvement of the pupils with learning disabilities’ adding skill in Mathematic subject at school. The study's sole objective was (i) to identify the Mauselis board's effectiveness in Mathematical subjects among Special Education pupils. The MauSeLis board was invented for teaching and learning purposes based on the Bruner Theory and CRA Model (Concrete-Pictorial-Abstract). The data collection was conducted through pre-test and post-test conducted on 20 pupils with learning disabilities as respondents in Negeri Sembilan, Malaysia. The study found significant differences in terms of their adding-questions scores before and after using MauSelis Board in teaching and learning sessions. Quantitative data were analyzed using descriptive statistics such as frequency and percentage to describe the Pre and Post Test results. The research study's finding showed a positive result as the Special Education pupils who involved in the study showed consistent improvement throughout the sessions. This study also found that MauSeLis Board in teaching and learning sessions is a highly effective approach that develops a deep and better understanding of mathematic skill among the Special Education pupils as well as contributing to active, fun, and meaningful learning session. In conclusion, this study summarises that the teaching and learning approach among special needs pupils should emphasize effective hands-on activities rather than rote learning.
The Level of Implementation of Co-Teaching and its Differences Among Teachers Teaching in Inclusive Classrooms Mohd Arifudin Ateh; Mohd Mokhtar Tahar
Journal of ICSAR Vol 4, No 2 (2020): July
Publisher : Department of Special Education

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Abstract

The co-teaching approach has been practiced in inclusive classes in several countries globally, but its implementation in developing countries such as Malaysia is still early. Therefore, this study aims to survey the implementation of co-teaching components in inclusive classrooms. This quantitative study adapted the questionnaire from Hussin (2017) administered to 20 mainstream teachers and 20 special education teachers in a district in the state of Selangor, Malaysia. The entire items have a reliability level of 0.908. The data analyzed using descriptive analysis and inference analysis. Vygotsky's Constructivist Theory underlying this study and the model of co-teaching by Friend and Cook were adapted. The findings showed that the implementation level of the co-teaching components was at a moderate level (Mean = 3.90, SD = 0.42), and there was no difference between teacher categories towards the implementation of the co-teaching components with t (38) = -0.387, p= 0.701 (p> 0.05). Those findings indicated that the co-teaching components' implementation level could be further enhanced through the teachers' training and professional development. The initiatives can improve the teacher's understanding of the co-teaching components for more effective implementation. In addition, the combination of field expertise and an equivalent commitment from mainstream and special education teachers will positively impact the teaching and learning process in the inclusive classroom. In conclusion, the tremendous implementation of co-teaching components can improve teaching quality in inclusive education classes and fulfill the special education students’ needs and access to education.

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