Journal of ICSAR
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.
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<![CDATA[The Effectiveness of Hand Muppet Learning Media Based on Local Wisdom to Improve Cultural Literacy and Citizenship Ability ]]>
<![CDATA[Alfi Laila]]>;
<![CDATA[Andri Pitoyo]]>;
<![CDATA[Sri Sukasih]]>;
<![CDATA[Baharudin Baharudin]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p110
<![CDATA[A nation with high cultural literacy describes the competence of its citizens who can think critically, creatively and communicatively in the face of global competition. The main problem of this research is the low level of cultural literacy and citizenship skills of elementary school students. One of the causes of these problems is the low quality of the learning media used in learning in elementary schools. This study aims to describe the effectiveness of using hand muppet learning media based on local wisdom and the impact of using hand muppet learning media on increasing cultural literacy skills and citizenship of elementary school students. The research model used is a combination method of an exploratory type. The sample of this research is elementary school students in six Kediri elementary schools who have different characteristics. Based on the research results, it was found that the hand muppet was learning media based on local wisdom that was developed and contributed to increasing the ability of cultural literacy and citizenship. This ability improvement occurred throughout the sample schools. Thus, the hand muppet learning media based on local wisdom functions for students with high and low competence.]]>
<![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[Cognitive Abilities Related to Reading and Writing Skills in Chinese Third-grade Children ]]>
<![CDATA[Jieping Ou]]>;
<![CDATA[Ami Sambai]]>;
<![CDATA[Hong Pei]]>;
<![CDATA[Akira Uno]]>;
<![CDATA[Hiroki Yoneda]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p144
<![CDATA[In this study, we analysed the cognitive abilities that predict reading and writing attainment in the Chinese language for Mandarin-speaking children. A total of 140 Chinese third-graders studying in Ningbo, Zhejiang were evaluated for their visual cognition including visual perception and memory, naming speed, vocabulary knowledge, phonological skills, nonverbal intelligence, and abilities to read and write. The results of multiple regression analyses revealed that word and nonword reading accuracy were predicted to a significant degree by visual memory and phonological awareness, respectively. Naming speed significantly contributed to the reading speeds regarding words, nonwords, and paragraphs. Our results also showed that the scores in word and nonword reading predicted the scores of writing as well. Visual memory and phonological awareness are essential for reading Chinese accurately, while naming speed is an important factor for Chinese reading fluency. The present results have implications regarding the design of useful tasks that screen poor readers of Chinese.]]>
<![CDATA[The perception of special education teachers towards the involvement of audiologist in special education school ]]>
<![CDATA[Mohd Hanafi Mohd Yasin]]>;
<![CDATA[Mohd Mokhtar Tahar]]>;
<![CDATA[Suziyani Mohamad]]>;
<![CDATA[Nurul Ezza Aleyza Binti Rasilah]]>;
<![CDATA[Rabaishah Azirun]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p59
<![CDATA[Audiologists is an individual that has close connection with deaf and hearing impairment students. This research is done to study the perception of the special education teachers on the involvement of audiologists in special education school. In this research, quantitative data which is questionnaire is used as the research instrument. The data obtained were analyzed using Microsoft Excel XLstat. The total of 165 teachers that are included in this research through snow-balling sampling. Results shown that 149 (90.8 percent) of the teachers agreed that the role of audiologists is vital to improve the special education quality in Malaysia. In general, the teachers have high comprehency toward the common function of the audiologists but a very worrying understanding on their specific role. It is proven when special education teachers are unsure about whether audiologists only work in hospitals (56 teachers (33.9 percent)), involved in balance problems (65 teachers (39.4 percent)) and vestibular problems (88 teachers (53.3 percent)). The research shown that having an audiologist helps to reduce the impact of hearing loss for the deaf students when 152 (83.8 percent) special education teachers agreed that the involvement of audiologists in the education system benefits many teachers and students thus prepares a better and more condusive environment for them.]]>
<![CDATA[Prototype Development of Social Personal Guidance Guide using Role-Playing Techniques to Improve Social Interaction of Children with Intellectual Requirements ]]>
<![CDATA[Endang Pudjiastuti Sartinah]]>;
<![CDATA[Sri Joeda Andajani]]>;
<![CDATA[Pamuji Pamuji]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p125
<![CDATA[This manual aims to make it easier for teachers to deal with the problems of mentally disabled children in terms of social interaction. The development of the teacher's manual uses the 4-D model of Thiagarajan, S, Semmeln, D, S & Semmel MI (1974) which has been modified with the following stages: define, design, and develop. Data collection techniques are used in assessment instruments to obtain validation data, observations to obtain data on children's abilities during learning activities, and teacher responses to the personal social tutoring teacher manual with role-playing techniques. Data analysis used quantitative description. The results showed that using the teacher's manual in personal social guidance with role-playing techniques increased the social interaction of mentally disabled children. After giving ten times treatments to mentally disabled children, the social interaction of mentally disabled children increased. Mentally disabled children were able to interact with their friends step by step. Step independently. This can be seen from the results of the practical value of the teacher's manual is 2.7, and the value of the effectiveness of the teacher's manual is 3.0. So we can conclude that using the teacher's manual in personal social guidance with role-playing techniques to increase the social interaction of mentally disabled children in inclusive elementary schools is feasible. ]]>
<![CDATA[Development of Application for Early Intervention Speech Therapy in Children with Intellectual Disability ]]>
<![CDATA[Fairus Niratama]]>;
<![CDATA[Wagino Wagino]]>;
<![CDATA[Wiwik Widajati]]>;
<![CDATA[Sri Joeda Andajani]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p30
<![CDATA[This study aims to describe the stages of the speech therapy application development process. This research produces an android application product that can be used in early intervention in speech therapy for children with intellectual disabilities. This development research is based on the development method of Gall, et al. (2007), and only carried out up to five stages, namely: 1) Research and information collecting (searching and collecting data), 2) Planning, 3) Develop preliminary form of product, 4) Preliminary field testing, 5) Main product revision. The data collection method in the form of a Likert scale was used in this study. Media validation was carried out by speech therapy content experts and media experts. The validation results from content experts obtained a score with a percentage of 88 percent and validation from media experts obtained a score of 93 percent. This indicates a very valid category, and this application is declared feasible and can be used. The results of the implementation for children with intellectual disabilities by giving a questionnaire obtained a percentage of 85 percent. So it can be concluded that the speech therapy application media is well used.Development of Application for Early Intervention Speech Therapy in Children with Intellectual Disability]]>
<![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[Barriers and Perceptions of Disabled University Students on Online Learning Methods during the Covid-19 Pandemic ]]>
<![CDATA[Nurul Aqilah Arifin]]>;
<![CDATA[Mohd Hanafi Mohd Yasin]]>;
<![CDATA[Sinta Yuni Susilawati]]>;
<![CDATA[Rabaishah Azirun]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p70
<![CDATA[The purpose of this study is to find out in more detail about the obstacles faced by students with OKU UKM while following online learning as well as their views in particular on effective online learning methods during this pandemic season. Next, the study was conducted quantitatively using survey method. An online questionnaire (google form) was used in this study as a research instrument which in total contains 18 items. The study sample was randomly selected in groups according to the rate for each category. It consists of 30 OKU students from 47 OKU students who are active in the 2021/2022 study session at UKM. Data collection was through a questionnaire and the findings were analyzed by descriptive analysis using Statistical Package for Social Sciences for Windows Version 26 (SPSS) software. The statistics used for data analysis in the study were mean score, standard deviation, frequency and percentage. The findings of the study have shown that the majority of barriers faced by students with disabilities during online PdP during the Covid-19 pandemic season were barriers in completing group assignments with a high level. Furthermore, the level of the overall barriers faced by students with disabilities is at a moderate level. As for the views of OKU students, the majority of OKU students are very affected by the Covid-19 pandemic. While the effective PdP method for students with disabilities during the pandemic season varies. In conclusion, the effective mode of learning and teaching for OKU UKM students during the pandemic season depends on the type of disability of the OKU students.]]>
<![CDATA[The Problems in the Implementation of Inclusive Education in Primary Schools ]]>
<![CDATA[Ediyanto Ediyanto]]>;
<![CDATA[Risa Safira Ramadhani]]>;
<![CDATA[Bella Dina Fitrasari]]>;
<![CDATA[Elisabet Kenila]]>;
<![CDATA[Asep Sunandar]]>;
<![CDATA[Wiwik Dwi Hastuti]]>;
<![CDATA[Suhendri Suhendri]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p1
<![CDATA[Inclusive education is an educational service that provides opportunities for children with SEN to attend regular schools with their peers. Inclusive education is also a form of Education for All. The implementation of inclusive education has been implemented at the primary school level. However, in its implementation, inclusive education still finds problems. The purpose of this study was to analyze the problems of implementing inclusive education in primary schools. This research study goes through three stages: determining the scope that will focus on the research, determining the urgency and novelty of the research, and determining the research formulation and objectives. A total of sixteen journal articles from 2011 until 2020 with the topic of problems in implementing inclusive education in primary schools. This literature is collected through the Google Scholar database. Based on the current literature review, the problems that exist in the implementation of inclusive education in primary schools are found in the aspects of teacher understanding or skills in teaching SEN students, school infrastructure, student attitudes with the presence of SEN students in the same class, the role of parents, implementation of learning and curriculum development, fees procurement, and cooperation with various parties.]]>
<![CDATA[Instrument to Assess the Perception of Sound and Rhythm for Children with Hearing Impairment ]]>
<![CDATA[Tati Hernawati]]>;
<![CDATA[Endang Rusyani]]>;
<![CDATA[Setyo Wahju Wibowo]]>;
<![CDATA[Nenden Ineu Herawati]]>
<![CDATA[ Journal of ICSAR Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v7i12023p115
<![CDATA[Children with hearing impairments experience hearing loss from mild to profound, which is grouped into hard of hearing and deafness. The direct impact of hearing loss is the inability/difficulty to catch various sounds, including the sound of the language. Those with hearing impairments must be made aware of sound, especially children classified as hard of hearing, whose remaining hearing must be stimulated to train their sensitivity so that their hearing function can be optimized. Therefore, they are given special services in the form Development of Communication, Perception of Sound and Rhythm. The program provided must be under their learning conditions and needs; therefore, an assessment is needed. This study aimed to formulate an assessment instrument for sound and rhythm perception for children with hearing impairments at Special Education Elementary School. This study used a qualitative approach with a descriptive method. This study was designed in three stages: (1) preliminary stage with literature study and documentation study on the curriculum for developing sound and rhythm perception communication,f (2) drafting stage of the assessment instrument for Sound and Rhythm Perception, and (3) validation stage of assessment instrument by measurement & education experts for children with hearing impairment and practitioners (teachers at Special Education School). The result was a hypothetical sound and rhythm perception assessment instrument that needed to be implemented at the next research stage. This instrument for assessing the perception of sound and rhythm covered the aspects of sound detection, sound discrimination, and sound comprehension. This study result can be used as a reference for teachers in carrying out a sound perception assessment before conducting a special program for Developing Communication for the Perception of Sound and Rhythm.]]>
